UC-NRLF 


It, 


LIBRARY 

OF  THI: 

UNIVERSITY  OF  CALIFORNIA. 


GIFT  OK 


(C. 


100179  Oats 


"School  and  Fireside." 


PREFACE. 

It  is  with  reluctance  that  the  author  yields  to  the  entreaties  of  his  fellow  teachers 
and  students  to  publish  this  record  of  the  Normal  instructions  given  by  him  at  the 
Brigham  Young  Academy,  Provo,  during  the  fifteen  years  from  1876  to  1891. 

No  attempt  has  been  made  to  present  startling  ideas,  or  to  urge  radical  changes 
in  existing  educational  systems.  The  intention  is  rather  to  place  on  record  the 
characteristic  features  of  the  Normal  work  done  in  the  Brigham  Young  Academy 
during  that  period.  While  no  claim  is  made  to  striking  originality,  it  is  thought 
that  these  features  are  nevertheless  sufficiently  marked  to  distinguish  them  from 
the  prevailing  tendencies  of  the  age. 

The  author  has  availed  himself  of  the  best  ideas  of  educators,  as  far  as  they  are 
in  accord  with  the  principles  of  moral  and  religious  training,  and  has  not  been 
unmindful,  on  the  other  hand,  of  the  achievements  of  science  in  the  educational 
field. 

Special  attention  has  been  paid  to  the  purposes,  organizations  and  methods  of 
our  Church  Schools,  Mutual  Improvement  Associations,  Sunday  Schools  and 
Primaries,  as  the  corner-stones  of  our  educational  system. 

It  will  be  observed  that  theological,  scholastic  and  domestic  education  are 
treated  as  inseparable.  This  thought  underlies  the  work  from  beginning  to  end, 
hence  its  title  "SCHOOL  AND  FIRESIDE." 

Founder's  Day  of  the  Brigham  Young  Academy,  October  16,  1894. 

THE  AUTHOR. 


Introduction. 

The  design  of  this  work  is  not  to  add 
to  the  great  number  of  valuable  text 
books  already  existing,  but  to  plead  for 
the  cause  of  true  education,  the  educa- 
tion of  the  whole  man.  Teachers  and 
students,  who  are  presumed  to  be  de- 
voted to  this  sacred  cause  without  any 
urging  on  my  part,  will,  I  trust,  welcome 
this  book  of  reference,  while  members  of 
the  home  circle — those  indispensable  co- 
workers  of  ours — will  recognize  in  this 
endeavor  to  bring  about  a  union  of  the 
school  and  fireside,  a  desire  on  my  part 
to  furnish  information  that  shall  make 
the  efforts  of  both  teachers  and  lay  mem- 
bers tend  to  one  common  end— the  end 
looked  forward  to  with  unfaltering  faith 
by  our  people. 

THE  AUTHOR. 

Outline. 

A— History  of  Education. 

I.    Ancient. 
II.    Mediaeval. 

III.  Modern. 

IV.  Difference   between   Oriental   and 

Occidental. 

B— Aims  of  Education. 

I.     Definition. 
II.     In  regard  to  objects  to  be  obtained. 

1.  Preparation    for    the  require- 

ments of  practical  life: 
a.  For  membership  in  the  hu- 
man family. 
6.  For  citizenship. 

c.  For  occupation. 

d.  For  family  life. 

2.  Inculcation    of     the    funda- 

mental principles  of  spirit- 
ual development: 

a.  Cultivation  of  moral  habits. 

b.  Religious  training. 

III.     In   regard   to   the   material  to  be 
worked  upon. 
1.    Development  of  the  physical 


2.  Development  of    the    mental 

capacities. 

3.  Cultivation  of  spiritual  aspira- 
*         tions. 

C— Persons  Whom  Education  Affects. 

I.    Parents. 

1.  Beginning    and    duration    of 

parental  responsibility. 

2.  Principles  underlying  the  fire- 

side education. 

3.  Methods  of  fireside  education. 
II.     School  authorities. 

1.  State  or  municipality.  ' 

2.  Church. 

3.  Modes  of  election  or  appoint- 

ment. 

III.  Teachers. 

1.  Qualifications: 

a.  Physical — 

(a)  Sex. 

(b)  Age. 

(c)  Constitution  and  health 

b.  Mental— 

(a)  General  information. 

(b)  Special  information. 

(c)  Practical  ability. 

(d}  Modes  of  examining  or 
ascertaining  efficiency. 

c.  Moral — 

(a)  In  regard  to  self. 

(b)  In  regard  to  pupils. 

(c)  In    regard   to    parents 

and  authorities. 

(d)  In  regard  to  the  public. 

2.  Standing: 

1.  Grades  of  teachers. 

2.  Duration  of  service. 

3.  Renumeration. 

4.  As  a  member  of  the  pro- 

fession. 

IV.  Children. 

1.  Age. 

2.  Sex. 

3.  Physical  condition. 

4.  Mental  capacities. 

5.  Dispositions. 

6.  Environments. 


I. 

II. 

III. 


IV. 


I. 


I. 

II. 


D— Organizations. 

Private  tutor  system. 
Public  school  system. 
Our  church  school  system. 

1.  Introduction. 

2.  Authorities. 

3.  Grades  of  schools: 
a.  Colleges. 

b    Stake  academies. 

c.  Seminaries. 

d.  Religion  classes. 
Co-ordinate  associations. 

1.  Primaries. 

2.  Sunday  schools. 

3.  Mutual  improvement  associa- 

tions: 

a.  For  young  men. 

b.  For  young  ladies. 

c.  Conjoint  meetings. 
E— Technics. 


Finances. 

1.  Free  school  system. 

2.  System  of  full  or  partial  tui- 

tion. 

3.  Endowments. 
II.     School  buildings. 

1.  Location. 

2.  Size  and  architecture. 

3.  Light. 

4.  Temperature  and  ventilation. 
III.     Furniture. 

IV.     Utensils. 
V.     Libraries,  cabinets,  etc. 

F— School  Management. 
Introduction. 
Aims. 

1.  Development  of  individuality. 

2.  Cultivation  of  public  spirit. 

3.  Reverence     before   legitimate 

authority. 
III.     Outline  work. 

1.  Circulars. 

2.  Plans. 

3.  Programmes. 

4.  Records. 

G-Discipline. 
I.     Introductory. 
II.    Methods. 

1.  Compulsory. 

2.  Emulative. 

3.  Conclusion. 

H— Modes  and  Methods  of  Instruction. 
I.     Modes  of  recitation. 

1.  General: 

a.  Preparation. 

b.  Standing  order  of  procedure 

in  class  work. 

c.  Rules  of  catechization. 

2.  Special  methods  of  recitation. 
II.     Special  associations  and  clubs. 

1.   Debating  societies. 


2.  Polysophical  or  students'  socie- 

ties. 

3.  Clubs  for  recreation. 

4.  Secret  societies. 

III.  Text  and  reference  books. 

1.  Students'  own  property. 

2.  School  property. 

IV.  Notebooks  and  journals. 

I— Studies. 

I.     Incidental: 

1.  Written  instruction. 

2.  Questions  by  students  during 

recitation. 

3.  Reports  of    private    readings 

and  studies. 
II.     Formal: 

1.  Grading: 

a.  Kindergarten. 

b.  Primary  education. 

c.  Secondary  education. 

2.  Branches  of   primary   educa- 

tion: 

a.  Essential — 

(a)  Theology. 

(b)  Objective    science    les- 

sons. 

(c)  Grammar  and  composi- 

tion. 

(d)  Arithmetic. 

(e)  Reading  and  elocution. 
(/)  Orthography. 

(g)  Penmanship. 
(h)  U.  S.  history. 
(i)  Hygiene. 

b.  Optional— 

(a)  General  history. 

(b)  Singing. 

(c)  Drawing. 

(d)  Domestic  science. 

(e)  Ladies'  work. 
(/)  Physical  culture. 

3.  Branches  of  secondary  edu- 

cation: 

(a)  Introductory. 

(b)  Normal. 

(c)  Advanced  theology. 

(d)  Natural  sciences. 

(e)  Physical  sciences. 

(/)  Literature  and  rhetoric. 
(g)  Ancient     and     modern 

languages. 
(h)  Mathematics. 

4.  Branches  of  miscellaneous 

education: 

(a)  Fine  arts. 

(b)  Music. 

(c)  Polytechnics. 

(d)  Bookkeeping    with 

phonography. 

5.  Special  professions  in  law, 

medicine,  etc. 
J — Conclusion. 


DR.  KARL  G.  MAESER'S  great  work,  "SCHOOL  AND  FIRESIDE."  will  appear  October  1st. 
The  renowned  and  venerable  educator,  disciple  of  Froebel,  and  to  whom  honor  is  due  for  the  present 
excellence  of  our  school  system  in  Utah  and  surrounding  states,  has  won  a  place  among  AMERICA'S 
MINDS. 

Dr.  Baldwin  the  eminent  psychologist,  Dr.  D.  B.  Hinsdale  of  the  Michigan  University,  Ann 
Arbor,  Colonel  Francis  W.  Parker.  President  Elliott  of  Harvard,  and  various  other  educators  whose 
fame  are  well  known,  have  PRAISED  DR.  MAESER'S  superior  ability  as  an  educator,  knowing 
his  rare  scholarship,  and  they  each  in  turn  having  visited  and  seen  the  effects  of  his  teachings. 
You  EDUCATORS  must  have  his  book. 

Read  what  Doctors  John  R.  Park  and  James  E.  Talmage  have  to  say,  and  then  subscribe. 
We  will  prepay  postage  to  your  address  as  soon  as  the  book  is  issued. 

SKELTON  &  CO..  Publishers,  Provo,  Utah, 


In  presenting  to  the  public  "  School  and  Fireside,"  from  the  pen  of  Dr.  Karl 
G.  Maeser,  we  desire  to  do  so  with  that  same  degree  of  modesty  and  true  earnestness 
which  has  characterized  the  life  and  teachings  of  this  patriot  educator;  and,  as  the 
land  is  full  of  witnesses,  the  product  of  his  life's  labor,  no  apology  is  necessary  for 
the  appearance  of  this  work,  since  the  author  has  said  :  "  I  have  only  yielded  to  the 
numerous  entreaties  of  my  students  and  fellow  teachers. v 

The  book  will  contain  upwards  of  600  pages  of  subject  matter,  each  division 
being  treated  in  the  order  named  in  this  prospectus,  and  bound  in  three  styles  as 
named  below. 

Many  engravings  will  be  used  to  embellish  the  text,  including  those  of  leading 
educators  and  other  appropriate  designs.  We  are  acting  co-ordinate  with  the 
author  in  the  publication  of  this  work  and  feel  assured  that  it  will  be  heartily 
welcomed  into  the  thousands  of  homes  made  glad  and  better  by  the  wholesome 
teachings  and  enviable  example  of  the  author. 

Very  respectfully, 

SKELTON  &  CO.,  Publishers. 

"  SCHOOL  AND  FIRESIDE,"  by  Dr.  Karl  G.  Maeser,  is  the  announcement 
in  a  prospectus  just  issued.  Everyone  at  all  concerned  in  the  educational  welfare 
of  this  community  will  eagerly  await  its  publication,  assured  that  the  principles 
and  practice  of  a  system  of  education  so  often  ignorantly  or  maliciously  denounced 
will  be  most  thoroughly  vindicated. 

Education  in  this  territory  and  by  the  Mormon  people  has  been  frequently 
assailed  in  its  motive  and  method,  and  it  is  well  that  one  who  is  recognized  as  the 
champion  of  the  principles  and  practice  of  that  education  should  set  forth  these 
principles  as  they  are  understood  and  their  practice  as  it  has  been  exemplified. 
The  book  will  place  on  record  something  definite  in  regard  to  the  system,  of  Church 
school  education  or  at  least  what  has  been  considered  as  exemplary  in  this  respect, 
the  educational  system  of  the  Brigham  Young  Academy. 

Judging  the  merit  of  the  work  from  the  introduction,  the  preface  and  topical 
outline  of  matter  as  given  in  the  prospectus,  and  from  the  well-known  ability  of  the 
author  and  his  reputation  for  methods  and  thoroughness,  I  heartily  recommend  the 
book  and  think  its  publication  most  opportune. 

JOHN  R.  PARK, 

•Salt  Lake  City,  Dec,  12, 1894. 

The  announcement  of  Dr.  Karl  G.  Maesers  intention  to  prepare  a  work  of  the 
intent  and  scope  planned  for  "SCHOOL  AND  FIRESIDE"  has  given  me  a 
pleasure  not  easily  described. 

The  author  of  the  proposed  work  needs  no  such  monument  to  preserve  his 
menlory  through  long  years  to  come  in  the  hearts  of  Utah's  sons  and  daughters. 
But  we  need  the  book.  From  an  examination  of  the  prospectus  and  analytical 
table  of  contents,  I  am  convinced  that  the  work  will  prove  of  inestimable  value  to 
teachers  of  every  grade;  while,  to  those  who  have  been  privileged  to  sit  as  pupils 
under  the  instruction  of  the  venerable  Doctor,  the  book  will  be  as  the  portrait  of  a 
parent. 

I  commend  most  heartily  the  book  to  my  fellow  laborers,  students,  and 
teachers. 

J.  E.  TALMAGE, 
President's  office,  University  of  Utah,  Dec.  22,  1894. 

Please  fill  out  the  following  blank  and  return  to 

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SSHOOL  AND  FIRESIDE, 


BY 

KARL  G,  MAESER,  D.  L  D.t 

GENERAL  SUPERINTENDENT  L.  D.  S.  CHURCH  SCHOOLS. 


PUBLISHERS: 

SKELTON,  MAESER  &  CO., 

PROVO,      -      UTAH. 
1897. 


COPYRIGHT  APPLIED  FOR 

BY  SKELTON,  MAESER  &  CO. 


PUBLISHERS'    NOTE. 


In  presenting  to  the  public  "SCHOOL  AND  FIRESIDE,"  from 
the  pen  of  Dr.  Karl  G.  Maeser,  we  desire  to  do  so  with  that 
same  degree  of  modesty  and  true  earnestness  which  has  char- 
acterized the  life  and  teachings  of  this  patriot  educator;  and, 
as  the  land  is  full  of  witnesses,  the  product  of  his  life's  labor, 
no  apology  is  necessary  for  the  appearance  of  this  work,  since 
the  author  has  said:  "I  have  only  yielded  to  the  numerous 
entreaties  of  my  students  and  fellow  teachers." 

"SCHOOL  AND  FIRESIDE,"  which  is  needless  to  say,  is  from 
the  beginning  to  the  end  the  pure  style  and  idiom  of  the 
author.  A  perusal  of  its  pages  will  unfold  the  truly  Maeseric 
forcetulness  which  ever  and  always  manifests  itself  through 
the  Author's  personality,  his  speeches,  or  his  writings. 

.  THE  PUBLISHERS,  in  keeping  with  the  Author's  originality, 
have  issued  from  their  own  press  and  bindery,  this  entire 
edition,  which,  even  before  its  completion,  has  been  almost 
entirely  exhausted,  and  attests  the  great  success  which  has 
attended  their  undertaking. 

THE  LADIES  AND  GENTLEMEN,  whose  portraits  embellish 
these  pages,  are  among  those  who  cherish  fond  memories 
and  special  regard  for  the  guiding  hand  which  touched  the 
keynote  of  their  future,  and  fanned  the  flame  of  honorable 
ambition  which  has  led  them  on  to  the  sphere  of  true  useful- 
ness and  success  which  they  now  enjoy. 

WITH  THE  HOPE  that  all  who  read  may  duly  appreciate 
the  contents  of  the  following  pages,  and  that  they  may  assist 
in  placing  the  teacher's  profession  upon  a  still  higher  plane, 
that  the  youth  of  fair  Utah  may  be  the  beneficiaries  thereby, 
we  subscribe  ourselves, 

Sincerely, 

THE  PUBLISHERS. 


PREFACE. 


It  is  with  reluctance  that  the  author  yields  to  the  entrea- 
ties of  his  fellow  teachers  and  students  to  publish  this  record 
of  the  Normal  instructions  given  by  him  at  the  Brigham 
Young  Academy,  Provo,  during  the  fifteen  years  from  1876 
to  1891. 

No  attempt  has  been  made  to  present  startling  ideas,  or  to 
urge  radical  changes  in  existing  educational  systems.  The 
intention  is  rather  to  place  on  record  the  characteristic 
features  of  the  Normal  work  done  in  the  Brigham  Young 
Academy  during  that  period.  While  no  claim  is  made  to 
striking  originality,  it  is  thought  that  these  features  are  never- 
theless sufficiently  marked  to  distinguish  them  from  the  pre- 
vailing tendencies  of  the  age. 

The  author  has  availed  himself  of  the  best  ideas  of  educa- 
tors, as  far  as  they  are  in  accord  with  the  principles  of  moral 
and  religious  training,  and  has  not  been  unmindful,  on  the 
other  hand,  of  the  achievements  of  science  in  the  educational 
field. 

Special  attention  has  been  paid  to  the  purposes,  organiza- 
tions, and  methods  of  our  Church  Schools,  Mutual  Improve- 
ment Associations,  Sunday  Schools,  and  Primaries,  as  the 
corner-stones  of  our  educational  system. 

It  will  be  observed  that  theological,  scholastic,  and  domes- 
tic education  are  treated  as  inseparable.  This  thought  under- 
lies the  work  from  beginning  to  end,  hence  its  title  "SCHOOL 
AND  FIRESIDE." 

THE  AUTHOR. 


t/A, 


School  and  Fireside 


HISTORY  OF  EDUCATION, 


A  HISTORY  of  education,  which,  like  a  field  of  almost  end- 
less perspective,  stretches  backward  into  ages  of  antiquity, 
and  spreads  around  us  in  every  direction  of  human  thought 
and  activity,  requires  the  attention  of  an  author  for  itself 
alone.  Such  special  treatment  is  found  in  Compayre's 
"History  of  Pedagogy,"  Painter's  "History  of  Education," 
and  in  other  works  of  similiar  purport.  The  chapters  here 
devoted  to  the  subject,  aim  only  to  give  such  an  outline  as 
shall  make  historical  references  in  later  parts  of  this  work 
more  intelligible. 

Education,  in  some  shape  or  other,  is  as  old  as  the  human 
race,  although  there  are  no  records  in  evidence  of  this  fact 
outside  of  the  results.  Being  an  empirical  science,  education 
is  the  product  of  various  ages  and  nations  of  the  past,  and 
may  at  the  same  time  be  regarded  as  the  pledge  of  the  civil- 
ization of  the  future. 

The  history  of  education,  as  regards  time,  may  be  approp- 
riately divided  into  Ancient,  Mediaeval,  and  Modern,  and 
as  regards  location  into  Oriental  and  Occidental.  Each  of 
these  divisions  is  distinguished  by  its  own  peculiar  character- 
istics. 


SCHOOL  AND  FIRESIDE. 
CHAPTER   I. 


ANCIENT. 


VVlTH  the  dawn  of  history,  nations  of  a  comparatively 
high  degree  of  civilization  appear  upon  the  scene,  from  which 
circumstance  we  may  infer  that  a  great  deal  of  educating 
must  have  preceded  it.  Fragmentary  evidences  of  this  fact 
have  come  to  us  in  works  of  architecture  arid  art,  and  also 
by  means  of  inscriptions,  and  astronomical  and  religious 
symbols. 

Among  the  nations  of  remote  antiquity,  the  Semitic 
race,  represented  by  the  Babylonians,  Assyrians,  Phoeni- 
cians and  Israelites,  appears  to  have  taken  the  foremost 
rank;  however,  the  Egyptians,  belonging  to  the  race  of  Ham, 
did  not  fall  far  behind  the  foremost  of  them  in  most  respects, 
and  in  some  particulars  they  may  be  even  said  to  have  ex- 
celled. 

The  first  civilization  of  the  world  was  ripe  and  bending 
beneath  the  sickle  of  time  long  before  the  days  of  Herodotus. 
Well  organized  political,  social,  and  religious  systems,  and 
astonishing  achievements  in  science  and  art,  had  long  ago 
developed  out  of  the  patriarchal  state  of  society.  But  the 
the  successive  steps  by  which  this  evolution  had  taken  place 
from  the  limited  circle  of  thought  and  occupation,  afforded 
by  primitive  and  agricultural  pursuits,  relieved  occasionally 
by  warlike  or  hunting  expeditions,  can  only  be  guessed  at, 
for  it  must  have  been  a  matter  of  conjecture,  even  to  the 
"Father  of  History."  But  this  much  may  be  set  down  as 
certain:  nations  can  not  be  made;  they  grow,  and  their 
political,  social,  moral,  and  intellectual  conditions  are  the 
results  of  a  great  vaiiecy  of  causes,  among  which,  consciously 


SCHOOL  AND  FIRESIDE.  3 

directed  education,  let  it  be  what  it   may,    is  always  one  of 
the  leading  factors. 

I.       THE    BABYLONIANS    AND    ASSYRIANS. 

These  nations  inhabited  the  countries  drained  by  the 
Euphrates  and  Tigris.  Already  in  prehistoric  times,  they 
had  knitted  together  in  mighty  kingdoms,  built  cities,  dug 
canals,  reared  palaces  and  temples  of  astonishing  magnitude 
and  splendor,  and  excelled  in  all  kinds  of  workmanship  in 
stone,  wood,  and  metal.  Their  style  of  writing  consisted  in 
impressing  cuneiform  or  wedge-shaped  characters  upon  brick. 
Libraries  were  formed  by  piling  these  clay  tables  one  upon 
another,  and  they  circulated  and  were  sent  abroad  precisely 
as  we  send  letters.  The  walls  of  their  public  edifices  were 
also  covered  with  such  writings.  Keys  to  these  inscriptions 
have  been  discovered  by  the  persevering  labors  of  Layard 
and  Rawlins,  and  they  are  now  being  deciphered.  The  light 
thus  thrown  upon  the  histories  of  ancient  peoples  reveals, 
among  many  other  interesting  items,  the  fact  that  these 
people  educated  their  children  in  reading  and  writing,  and  in 
obedience  to  the  gods,  to  kings  and  to  parents. 

2.       THE    PHOENICIANS. 

This  nation  inhabited  the  shores  of  the  Mediterranean 
west  of  Palestine.  They  were  the  first  sea-faring  nation  of 
whom  we  have  any  account.  They  traded  with  numerous 
nations  and  tribes  along  the  coasts  of  the  Mediterranean,  and 
even  ventured  their  frail  crafts  upon  the  broad  Atlantic  as 
far  north  as  the  British  Isles  and  into  the  Baltic.  Some 
writers  believe  that  they  even  came  to  America.  The  in- 
vention of  glass  and  of  the  alphabet  is  attributed  to  them. 
Their  chief  cities  were  Tyre  and  Sidon,  and  their  most  cele- 
brated colony  was  Carthage  in  Africa.  Although  possessed 
of  much  intelligence,  shrewdness,  and  enterprise,  with  a  great 
love  for  liberty  and  independence,  for  which  traits  they  are 


4  SCHOOL  AND  FIRESIDE. 

to  be  admired,  their  religious  ideas  and  rites  were  darkened 
by  idolatry  in  its  most  hideous  forms.  To  their  national  god, 
Moloch,  they  offered  children,  roasting  them  alive  in  the 
heated  arms  of  the  iron  monster.  What  peculiar  training  in 
childhood  must  have  been  necessary  to  bring  about  such  a 
perversion  of  all  natural  feeling  in  the  hearts  of  a  whole 
people! 

3.       THE    ISRAELITES. 

This  peculiar  people,  notwithstanding  many  back  slid- 
ings,  has  maintained  its  integrity  through  the  multifarious 
vicissitudes  of  thousands  of  years,  and  stands  among  the 
nations  a  monument  of  the  protecting  arm  of  Providence. 
From  the  first  they  distinguished  themselves  for  faith  in  the 
One  Supreme  Being,  the  Creator  of  the  heavens  and  the 
earth,  the  God  of  the  fathers,  Abraham,  Isaac,  and  Jacob. 
He  was  to  them,  not  only  the  Creator  of  the  world  in  general, 
but  the  God  of  the  chosen  people  in  particular.  Their  great 
law  giver  and  prophet,  Moses,  kept  this  point  constantly  be- 
fore their  eyes;  and  disobedience  to  the  laws  and  command- 
ments of  Jehovah,  or  unbelief,  was  to  them  not  only  a  matter 
of  apostacy,  but  a  case  of  high  treason  to  the  nation,  punish- 
able with  death.  Obedience  to  the  laws  of  God,  was  thus 
made  the  leading  feature  in  the  education  of  their  children. 
Although  there  were  no  public  schools,  unless  the  "schools 
of  the  children  of  the  prophets"  in  the  days  of  Samuel  may 
be  considered  such,  the  education  of  "the  Israelitish  children 
was  not  neglected,  but  received  careful  attention  at  the 
parental  hearth.  If  this  was,  perhaps,  insufficient  in  a  schol- 
astic sense,  it  was  the  more  efficient  in  another  direction, 
namel}/,  in  the  development  of  character.  For  whatever 
faults  the  Jews  may  have  as  a  race,  their  character,  collec- 
tively as  well  as  individually,  is  strongly  marked. 

4.       THE    ARYANS. 
The    nations    comprising   this    race    inhabit    most    of  the 


SCHOOL  AND  FIRESIDE.  5 

countries  of  Europe  and  extend  from  the  Caucasus  far  into 
India.  They  are  also  sometimes  designated  as  the  Indo- 
Germanic  race. 

The  foremost  place  among  these  peoples,  in  ancient  times, 
was  occupied  by  the  Persians,  who,  under  their  great  hero- 
king,  Cyrus,  emerged  from  comparative  obscurity,  into  power 
and  renown.  These  Persians  were  not  idolaters,  although 
they  worshiped  fire  as  the  symbol  of  the  Godhead.  Their 
religion  was  dualistic  in  its  fundamental  principle.  They 
believed  in  Ormuzd,  the  god  of  Good,  of  Light,  and  of  Life, 
and  Ahriman,  the  god  of  Evil,  of  Darkness,  and  of  Death. 
Zoroaster,  their  great  teacher,  lived  about  600  years  before 
Christ.  His  precepts  are  contained  in  the  Zend-Avesta, 
which  may  be  called  the  Persian  Bible.  This  book  is  written 
in  the  Zend,  their  ancient  language.  In  it  may  be  found 
sentiments  of  sublime  truth. 

The  political  institutions  of  the  Persians  present  us  with 
the  first  known  instance  of  a  constitutional  monarchy.  The 
king,  absolute  in  many  other  respects,  was  bound  by  the 
irrevocable  provisions  of  the  "Law  of  the  Medes  and  Per- 
sians." The  Parsees  of  Bombay  in  India,  are  the  sole  rem- 
nant of  the  followers  of  Zoroaster. 

In  very  remote  ages,  a  branch  of  the  Aryans  crossed  the 
-Indus,  and  settled  in  the  mountainous  regions  of  the  Him- 
alayas and  in  the  great  plains  of  India  as  far  as,  and  beyond, 
the  Ganges.  This  people  has  since  been  known  under  the 
name  of  Hindoos.  .Fragments  of  their  original  language, the 
Sanscrit,  still  preserved,  exhibit  the  peculiar  fact  that  many 
words  of  modern  European  tongues  can  be  traced  to  this 
source. 

The  Hindoos  gradually  sank  into  a  complex  idolatry,  the 
like  of  which  can  not  be  found  in  the  .  history  of  mankind. 
Their  chief  godhead  originally  consisted  of  a  kind  of  Trinity, 
called  Brahma,  Vishnu,  and  Shiva.  This  belief,  however, 


6  SCHOOL  AND  FIRESIDE. 

developed,  in  the  course  of  ages,  into  the  assumption  of  thou- 
sands and  tens  of  thousands  of  gods.  Underlying  their 
mythological  rubbish,  however,  are  found  many  grand  prin- 
ciples of  ethics  and  religious  feeling.  They  believe  that  their 
head  god,  Brahma,  at  long  intervals  appears  on  earth  in 
human  form,  to  redeem  mankind  from  their  sins  bv  his  suffer- 
ing. These  appearances  are  called  '  'Incarnations  of  Brahma." 
Metempscychosls,  or  transmigration  of  souls,  is  another  of 
their  leading  doctrines.  The  final  end  to  be  attained  by  the 
righteous  is  "Nirvana."  This  is  a  condition  of  absorption  in 
the  general  godhead,  a  cessation  of  identity,  a  condition  of 
absolute  and  eternal  rest.  The  doctrines  ot  the  so-called 
"Theosophists"  ot  our  day  resemble  these  abstractions  very 
closely. 

Brahmaism  has  fostered  for  centuries  the  course  of  edu- 
cation in  its  own  peculiar  way.  The  Brahmins,  as  the  dom- 
inent  caste  among  the  Hindoos,  have  been  not  only  the 
priests  but  also  the  educators  of  the  people.  Many  of  them 
have  achieved  renown  in  literature,  science,  and  statesman- 
ship. Their  influence  in  the  domestic  life  of  the  Hindoos 
tended  to  purity,  chastity,  elevation  and  serenity. 

4.       THE    MONGOLIANS. 

This  great  race  comprises  the  greater  portion  of  the 
inhabitants  of  Asia  north  of  the  Himalayas,  including  China, 
Further  India,  and  Japan.  The  nations  comprising  this  race 
are  characterized,  notwithstanding  their  great  geographical 
extension  and  diversity  of  climate,  soil,  and  social  conditions, 
by  a  homogeneity  that  no  other  race  of  the  human  family  can 
claim.  Their  languages  were  all,  originally,  monosyllabic, 
and  seem  to  have  been  derived  from  a  common  stock.  Their 
religions  are  the  outgrowth  or  mere  varieties  of  Shamaism 
without  much  ethical  foundation,  in  many  instances. 

Centuries  ago,  Buddhism,  a  sort  of  a  reformed  branch 
of  Brahmaism,  found  numerous   followers  in  Thibet,  China, 


SCHOOL  AXD  FIRESIDE.  j 

Mongolia,  aiid  Japan.  Their  head  priest,  the  Dalai  Llama, 
resides  at  Llassa  in  Thibet,  where  divine  honors  are  paid  to 
him.  He  is  believed  to  be  immortal,  somewhat  in  the 
same  sense  in  which  the  Pope  of  Rome  is  held  to  be  infal- 
lible. There  are  other  great  similarities  in  the  ceremonial 
of  Buddhism  and  Catholicism.  The  Buddhist  llamas  and 
llamasseries  parallel  the  Catholic  monks  and  monasteries; 
rosaries  are  in  use  in  both  religions,  and  frequent  repetitions 
of  prayer  formulas  without  mental  activity.  The  promise  of 
salvation  by  mere  observance  of  outward  ceremonies  without 
the  necessity  of  moral  regeneration,  is  likewise  characteristic 
of  both.  The  llamas  at  Llassa,  however,  are  distinguished 
by  their  great  learning,  and  are  said  to  have  one  of  the 
largest  libraries  in  the  world. 

A  peculiar  feature  of  the  inhabitants  of  the  Himalayan 
countries  is  polyandry,  which  seems  to  have  originated  from 
the  inability  of  the  country  to  support  a  large  population. 

The  mightiest  nation  of  the  Mongolian  race,  until  lately, 
has  b3en  the  Chinese.  The  civilization  of  this  strange 
people  reaches  back  several  thousand  years.  Their  records 
demonstrate  that  they  were  familiar  with  mathematics  and 
some  of  the  sciences  and  arts,  printing  for  instance,  about 
2OOO  before  our  era. 

With  a  beginning  so  early  in  the  history  of  mankind, 
the  Chinese  might  have  attained  the  foremost  rank  among 
the  classic  nations  of  antiquity,  had  it  not  been  for  an  un- 
fortunate tendency  to  stereotype  all  conditions  in  social, 
political,  and  mental  activity.  In  consequence  of  this,  pro- 
gress and  development  became  impossible,  and  a  whole 
nation,  richly  endowed  by  nature  with  physical  and  mental 
powers,  became  stunted  and  dwarfed. 

The  writing  of  the  Chinese  is  ideographic,  and  consists 
of  several  thousand  distinct  characters.  Yet  notwithstanding 
this  disadvantage,  very  few  Chinamen,  even  among  the 


8  SCHOOL  AND  FIRESIDE, 

lowest  classes,  can  be  found  without  the  ability  to  read   and 
write. 

The  Chinese  government,  both  social  and  political,  is 
patriarchal.  The  Emperor,  as  the  representative  of  the  god- 
head, is  the:  father  of  the  people.  Sins  against  the  emperor 
or  against  a  parent  are  punishable  with  death.  The  highest 
honors  of  the  empire  are  open  to  the  humblest  student,  if  he 
can  pass  the  requisite  examinations.  Under  the  fossilised 
conditions,  however,  all  training  consists  merely  in  memor- 
izing. The  principles  of  analytical  education  are  unknown, 
and  if  known,  would,  it  is  safe  to  say,  be  discountenanced  by 
the  government  as  extremely  dangerous. 

The  works  left  by  Confucius  and  other  sages,  are  counted 
absolutely  perfect.  Logically,  therefore,  any  deviation  from 
these  models  must  be  crude  in  proportion  to  the  wideness  of 
the  departure.  As  this  principle  governs  all  competitive 
examinations  for  social  and  political  honors,  it  is  easy  to  see 
how  the  nation,  like  a  brigade  of  soldiers  on  parade,  beats 
time,  but  does  not  advance.  The  late  war  between  China 
and  Japan  (1894)  was  an  issue  between  the  old  system  and 
modern  civilization. 

6.       THE    HAMITIC    RACE. 

This  great  race,  whose  native  home  is  the  East  and 
South  of  Africa,  with  some  branches  extending,  anciently, 
into  Palestine  and  Mesopotamia,  has  for  ages  been  the 
servant  and  slave  of  the  rest  of  mankind.  The  Egyptians 
form  the  only  noteworthy  exception,  and  even  in  their  case, 
Ezekiel's  prophecy  has  been  fulfilled.  There  has  been  no 
more  a  prince  of  the  house  of  Egypt  since  340  B.  C.  This 
nation  inhabited  the  Nile  country  from  the  mountains  of 
Nubia  down  to  the  shores  of  the  Mediterranean.  Egyptian 
history  loses  itself  in  the  mythological  fancies  of  prehistoric 
times,  but  we  find  occasionally  a  more  lucid  explanation 


SCHOOL  AND  FIRESIDE.  g 

through  the  translation  of  the  hieroglyphics.  The  decendants 
of  this  might}'  people  are  the  Copts  and  Fellahin  of  today, 
mere  shadows  of  the  grandeur  of  their  forefathers. 

Those  ancient  Egyptians,  who  possessed  a  high  degree 
of  civilization  even  in  the  days  of  Abraham  and  Melchisedek, 
as  witnessed  by  the  building  of  the  great  pyramid  of  Gizeh, 
claimed, for  their  higher  castes, descent  from  the  gods  among 
whom  the  names  of  Adam,  Noah,  Shem,  and  Ham  are  easily 
recognized  in  their  sacred  writings.  Moses  derived  his 
education  from  the  Egyptian  priesthood.  The  priests  were 
the  law  givers,  judges,  physicians  and  teachers  of  the  people. 
They  cultivated  a  sacred  and  a  common  style  of  hieroglyphics. 
Great  progress  has  been  made  in  the  deciphering  and  trans- 
lating of  these  picture-writings  since  the  discovery  of  the 
"Rosetta  Stone,"  which  furnished  the  key  to  the  sealed 
language.  Hieroglyphics  on  stone  and  on  rolls  of  papyrus 
are  continually  giving  up  their  secrets.  Among  these  are 
found  medical  prescriptions,  contracts,  receipts,  bills  of  sale, 
letters  from  foreign  potentates,  prayers,  moral  and  religious 
dissertations,  geographical  and  ethnographical  items,  astron- 
omical calculations,  glorifications  of  kings,  etc.,  all  of  which 
throws  much  light  upon  the  political,  social,  moral,  and  religi- 
ous conditions  of  this  ancient  nation,  testifies  a  comparatively 
high  degree  of  civilization,  and  also  exhibits  that  degree  of 
immorality  which  is  usually  inseparable  from  idolatry. 

The  Freemasonry  of  our  day  claims  to  have  had  its  origin 
in  the  secret  rites  of  the  Egyptian  priests.  It  is  claimed  by 
some  modern  Egyptologists,  that,  underlying  all  symbols  of 
Egyptian  idolatry,  was  the  belief  in  One  Supreme  Being. 
This  principle,  however,  was  withheld  from  the  common 
people  for  reasons  of  priestcraft.  It  is  also  maintained  that 
the  embalming  of  the  dead,  notwithstanding  its  superstitious 
accompaniments,  had  been  originally  adopted  only  for  sani- 
tarv  reasons. 


10  SCHOOL  AND  FIRESIDE. 

From  the  foregoing  it  may  be  inferred  that  education 
constituted  a  powerful  factor  in  Egyptian  civilization.  The 
unfortunate  factor,  however,  of  the  educational  system  of 
the  Egyptians,  appears  to  have  been  the  circumstance  that 
its  benefits  were  measured  out,  so  to  speak,  according  to  the 
various  grades  of  the  priesthood  and  of  the  higher  castes. 
To  the  common  people,  for  reasons  of  priestcraft  and  despot- 
ism, were  allotted  only  the  crumbs  that  fell  from  their  masters' 
tables. 

/.       THE    CLASSIC     NATIONS. 

Except  in  the  case  of  the  Israelites,  it  has  been  unfor- 
tunate for  the  ancient  nations  of  Asia  and  Egypt,  that,  until 
a  comparative  recent  date,  their  whole  history  has  come  to 
us  through  their  conquerors,  the  Greeks,  whose  literature 
constituted,  formerly,  the  only  guide  in  historical  research. 
According  to  this  source  of  information,  those  ancient  nations 
appeared  to  us  as  mere  "barbarians,"  while  the  Greeks  and 
their  pupils  after  them,  the  Romans,  are  styled  "the  classic 
nations."  This  partiality  on  the  part  of  Greek  and  Roman 
historians,  poets  and  philosophers  is  to  some  extent  excus- 
able, when  we  notice  a  similar  tendency  in  our  day,  among 
people  not  many  thousand  miles  from  us.  in  regard  to  foreign 
nations.  Our  own  civilization  is  dominated  by  that  of  Greece 
and  Rome,  hence  we  call  them  classic.  But  would  it  have 
been  so,  if  Asiatic  and  Egyptian  civilization  could  have  trans- 
mitted to  us  their  treasures  of  art  and  science? 

Exceedingly  favorable  geographical,  climatic,  and  ethno- 
logical conditions  combined  to  enable  the  various  nations  of 
Greece  to  reach,  at  an  early  age,  a  very  high  degree  of  civil- 
ization. While  the  diversity  and  grandeur  of  their  mountain 
and  marine  scenery  had  a  tendency  to  arouse  the  aesthetic 
feelings,  a  happy  combination  of  the  various  dialects  provided 
them  with  a  language,  which,  in  flexibility,  euphony,  and 
logical  structure,  is  equalled  by  few,  and  excelled  by  none. 


SCHOOL  AND  FIRESIDE.  1 1 

From  the  exploits  of  their  gods  and  heroes,  their  poets 
created  compositions  of  sublime  beauty — creations  that  have 
remained  models  until  this  day.  Their  lawgivers  formulated 
systems  of  government  that  raised  the  Greek  nations  to  a 
hight  of  power,  prosperity,  and  renown,  entirely  out  of  keep- 
ing with  their  geographical  insignificance.  Their  artists 
produced  works  some  of  which,  even  in  their  present  muti- 
lated condition,  are  recognized  as  ideals  of  beauty  in  sculpture 
and  architecture.  Their  philosophers  advanced  theories  that 
placed  them  among  the  foremost  spirits  of  mankind.  Their 
warriors  knew  how  to  die  for  their  country,  if  need  be,  and 
their  generals  gained  victories  at  tremendous  odds.  Their 
orators  swayed  multitudes  by  the  power  of  their  irresistible 
eloquence.  Hitherto  undreamed  of  were  the  perspectives  of 
truth,  in  the  educational  field,  which  Socrates,  with  his  clear 
dialectics,  opened  before  his  disciples.  Plato  developed  the 
teachings  of  his  great  master  into  a  system  of  speculative 
philosophy;  and  Pythagoras  considered  his  discovery,  that 
the  square  of  the  hypothenuse  is  equal  to  the  sum  of  the 
squares  of  the  other  two  sides  of  a  triangle,  sufficiently  great 
to  offer  a  hecatomb  to  the  gods  in  gratitude;  Euclid  outlined 
the  fundamental  principles  of  mathematics;  Herodotus  earned 
the  name  of  ''Father  of  History,"  and  the  philosophical  sys- 
tem of  Aristotle  held  absolute  sway  for  two  thousand  years, 
and  was  surpassed  only  by  the  reforming  spirit  of  Bacon  in 
the  latter  part  of  the  i6th  century. 

The  term  "Academy"  originated  in  Athens,  and  was  ap- 
plied to  the  groves  where  the  great  teachers  were  wont  to 
converse  with  their  disciples  on  principles  of  philosophy. 
Those  philosophers  were  divided  into  two  parties,  called  the 
school  of  the  Epicureans,  and  the  school  of  the  Stoics.  These 
two  schools  correspond  in  some  degree  to  the  Sadducees  and 
Pharisees  among  the  Jews  at  the  time  of  our  Savior. 

Though  far  inferior  in  science  and  art  to  the  Greeks,  whose 


12  SCHOOL  AND  FIRESIDE. 

pupils  they  became  in  a  certain  sense,  the  Romans  have, 
nevertheless,  been  most  important  factors  in  the  formation 
of  the  political,  the  judicial,  and  even  the  religious  life  of  the 
civilized  nations  of  the  earth.  While  in  war,  the  Greeks, 
especially  in  the  latter  part  of  their  history,  achieved  their 
victories  by  the  superiority  of  the  Macedonian  phalanx,  the 
Romans  became  conquerors  of  the  world  by  the  formation  of 
the  celebrated  legions,  and  if  the  Greeks  boasted  of  an  Alex- 
ander, the  Romans  were  riot  without  a  Caesar. 

But  however  great  these  men  of  war  may  have  been,  they 
are  quite  put  into  the  shade,  so  far  as  shaping  the  destiny  ot 
mankind  is  concerned,  by  the  labors  of  men  of  peace  like 
Cicero,  the  unparalleled  "master  of  language";  like  Seneca, 
the  unfortunate  tutor  of  Nero;  like  Horace,  the  great  poet, 
peer  of  Homer,  Milton,  Dante,  and  Goethe,  and  like  Quin- 
tilian,  the  great  teacher  of  rhetoric  and  elocution. 

The  Greek  term  "pedagogue"  was  first  applied  by  the 
Romans  to  slaves  whose  duty  it  was  to  take  the  boys  to  and 
from  school.  These  schools  were  found  in  all  cities  and 
towns  in  Italy,  and  of  the  chief  Roman  provinces.  They  were 
conducted  in  most  instances  by  Greeks,  many  of  whom  were 
slaves.  The  curriculum  comprised  mostly  rhetoric,  mathe- 
matics, elocution,  medicine,  and  jurisprudence,  for  the  more 
advanced  pupils.  The  elementary  branches  of  education 
were  taught  by  any  private  individual  thac  could  find  suffici- 
ent patronage  to  justify  him  in  taking  up  that  labor.  The 
state  or  municipal  authorities  took  no  official  cognizance  of 
educational  institutions  or  efforts.  Sons  of  the  wealthier 
classes  were  either  trained  by  private  tutors,  or  repaired  to 
some  center  of  learning,  where  renowned  teachers  flourished, 
as  for  instance  at  Athens,  Tarsus,  Alexandria,  Ephesus,  and 
Ravenna. 


SCHOOL  AND  FIRESIDE.  13 

CHAPTER   II. 


MED^VAL. 


THE  chaos  that  ensued  with  the  downfall  of  the  Roman 
Empire  threatened  to  destroy  forever  the  fruits  of  the  civil- 
ization of  the  past,  and  to  throw  mankind  again  into  barbar- 
ism. An  overruling  Providence,  however,  had  provided  a 
remedy. 

I.       MOHAMMEDAN    EDUCATION. 

If  God  always  remembered  His  chosen  people,  the  house 
ot  Jacob,  He  did  not  forget  another  branch  of  Abraham's 
seed,  but  sent  also  to  the  descendants  of  Ishmael  a  prophet, 
well  adapted  to  the  character  of  the  roving  tribes  of  that 
seed.  Mohammed  was  the  Moses  of  the  Ishmaelites.  Since 
time  immemorial  the  Ishmaelitish  tribes  had  looked  upon  the 
illimitable  expanse  of  their  sandy  deserts  as  the  land  of  their 
inheritance.  Here  they  fought  with  one  another  in  incessant 
tribal  warfare;  from  here  they  undertook  roving  expeditions 
into  neighboring  countries;  and  here  the  dark  clouds  of  idol- 
atry hovered  over  an  otherwise  sunny  land. 

There  arose,  in  the  city  of  Mecca,  at  the  beginning  of  the 
seventh  century  of  our  era,  a  man,  claiming  to  be  a  prophet  of 
the  "Only  One  God,"  and  with  his  revelations  of  the  new 
faith,  the  Koran,  in  one  hand  and  the  sword  in  the  other,  he 
proclaimed  his  new  gospel,  the  religion  of  "Islam,"  among 
the  native  tribes.  After  many  vicissitudes,  it  was  firmly 
established.  Already  during  Mohammed's  lifetime,  it  had 
spread  over  Arabia,  Egypt,  and  Palestine,  extending  as  far 
east  as  the  Euphrates.  Idolatry  was  exterminated  with  al- 
most savage  ferocity  wherever  the  green  banner  and  halt 


I4  SCHOOL  AND  FIRESIDE. 

moon  of  Islam  was  carried.      To  the  Jews  and  the  Christians, 
however,  a  great  amount  of  tolerance  was  extended. 

Empires  with  new  phases  of  civilization  sprang  into  exist- 
ance  under  Mohammedan  sway,  and  the  Arabs,  as  the  lead- 
ing spirits  in  the  new  faith,  became  the  standard  bearers  of 
the  civilization  of  the  age.  In  Bagdad,  the  city  of  the  caliphs, 
in  Grenada,  the  city  of  Moorish  kings,  and  from  the  Tajo  to 
the  Indus,  from  the  Nile  to  the  Danube,  and  from  the  Saraha 
to  the  desert  of  Gobi,  it  seemed  as  if  the  Genius  of  Mankind 
had  spread  his  wings  in  the  shadow  of  which  flourished  liter- 
ature, sciences,  and  art. 

The  Mohammedan  sage,  Avicenna  (Ibn  Sina,)  became  the 
peer  of  Pythagoras.  Jewish  and  Mohammedan  doctors  ol 
mathematics  and  medicine  were  found  at  the  courts  of  Chris- 
tain  princes.  Moorish  knights  competed  with  Christian 
warriors  in  the  glories  of  chivalry.  The  science  of  algebra 
is  indebted  for  its  very  name  to  the  Arabs,  and  astronomy 
has  its  maps  covered  with  Arabic  nomenclature,  while 
alchemy,  the  mother  of  chemistry,  was  nursed  in  an  Arabian 
cradle.  The  schools  throughout  the  Mohammedan  countries 
multiplied  rapidly,  and  some  of  them  became  centers  of 
learning  of  great  renown. 

Unfortunately,  the  intellectual  hegemony  of  the  Moham- 
medan civilization  did  not  continue.  It  seems  as  if  the 
energies  of  Islam  had  spent  themselves  in  their  efforts  in 
supplanting  the  gross  superstitions  and  idolatry  of  heathen- 
ism, and  the  no  less  degraded  image-worship  of  mediaeval 
Christendom,  by  a  true  faith  in  the  living  God. 

But  the  lack  of  the  principle  of  progression  in  Islam  could 
not  be  compensated  by  an  enthusiasm  reformatory  only  when 
brought  in  contact  with  inferior  races.  Accepting  the  Koran 
as  the  only  standard  of  all  truth,  Islam  was  fated  to  engender 
a  stereotyped  condition  of  society  like  that  of  the  Chinese, 
and  was  destined,  therefore,  to  be  overtaken  in  the  great 


SCHOOL  AND  FIRESIDE.  15 

race  of  human  advancement  by  nations  following  the  prompt- 
ings of  eternal  progression,  and  who  thus  are  more  entitled 
to  the  leadership  among  the  nations  of  the  earth.  The 
protestant  churches  of  our  day,  by  trying  to  put  a  seal,  as  it 
were,  upon  revealation,  are  committing  the  same  grave  re- 
ligious errors,  with  reference  to  the  Bible,  that  the  Moham- 
medans did  with  reference  to  the  Koran.  Inconsistency  in 
their  own  interpretations,  and  conflict  with  the  researches  ol 
scientific  men,  produce  disintegration  within  and  loss  of  pres- 
tige without. 

The  Senusyia  Brotherhood,  a  monastic  order  of  Islam, 
scattered  throughout  North  Africa  from  the  Nile  to  the  Niger, 
with  headquarters  at  the  oasis  of  Faredgha  in  the  northern 
part  of  the  Eastern  Sahara,  is  reviving  Mohammedan  in- 
fluence and  prestige  to  the  great  danger  of  European  interests 
and  human  progress  in  those  parts. 

2.       CHRISTIAN    EDUCATION. 
Chaotic  Period. 

The  chaos  already  alluded  to  as  the  result  of  the  disinteg- 
ration of  the  Roman  empire,  was  most  pronounced  among 
the  nations  of  central,  southern,  and  western  Europe.  The 
eastern  half  of  the  old  Roman  empire  maintained  in  some 
degree  a  faint  resemblance  of  its  former  political  and  intel- 
lectual prestige,  until  its  final  extinction  by  the  Turks  in 

1453- 

According  to  the  assertion  ot  Evolutionists,  the  beginning 
of  a  period  in  the  world's  history  is  always  in  the  middle  ot 
the  preceding  one.  It  seems  as  if  the  Almighty  acted  upon 
this  principle  when  He  permitted  the  monasteries  to  develop 
out  of  that  strange  religious  fanaticism,  the  order  of  hermits. 
Of  all  men,  these  recluses  seemed  likely  to  become  factors  in 
the  cause  of  education.  Monasteries  were,  like  the  oasis 
in  the  desert,  ot  feudal  strife  and  lawlessness.  Here  the 


i  6  SCHOOL  AND  FIRESIDE 

treasures  of  science,  art  literature,  and  history,  that  had  been 
the  glory  of  classic  antiquity,  found  an  asylum  in  which  they 
were  preserved,  copied,  and  studied.  Here  that  strange 
contrivance,  the  palimsest,  served  its  twofold  capacity  in  the 
preservation  of  valuable  manuscripts. 

The  Catholic  church  was  the  great  nurse  of  architecture, 
painting,  music,  and  literature,  but  of  science,  in  our  sense 
of  the  term,  there  was  none.  What  little  culture  there  was 
outside  of  the  church,  was  represented  by  the  "Minstrels"  of 
England  and  Germany,  and  the  "Troubadours"  of  France 
and  Italy.  Even  the  few  universities  at  Salamanca,  Paris, 
Oxford,  Prague,  Bologna,  and  Upsala,  were  under  the  abso- 
lute control  and  tuition  of  the  church.  It  would  be  an  act 
of  gross  ignorance  and  injustice  to  belittle  the  importance  of 
the  mission  which  the  Catholic  church  so  faithfully  performed 
for  humanity  in  these  dark  days,  by  extending  to  the  rem- 
nants of  a  past  civilization  the  protection  and  encouragement 
of  the  sanctuary. 

The  Epoch  of  Charlemagne. 

Out  of  the  general  mediocrity  of  the  times,  arises  in 
gigantic  proportions  the  figure  of  the  great  emperor,  Charle- 
magne. When  he  stepped  upon  the  scene,  he  found  a  feeble 
kingdom,  a  contentious  and  arrogant  nobility,  an  ignorant 
priesthood,  and  a  half  savage  populace.  During  the  forty- 
six  years  of  his  reign,  he  expanded  his  comparatively  small 
Prankish  kingdom  to  a  mighty  empire,  extending  from  the 
Ebro  in  Spain  to  the  Danube  in  Hungaria,  and  from  the 
Mediterranean  to  the  Baltic.  He  subdued  kings  and  made 
the  proud  nobles  subservient  to  his  commands;  built  churches 
and  monasteries  where  heathen  idols  had  been  worshiped 
before;  founded  schools,  himself  setting  the  example  by 
learning  to  read  and  write;  called  learned  men  from  other 
countries  to  his  court;  and  bestowed  great  privileges  upon 


SCHOOL  AND  FIRESIDE.  17 

cities    to    encourage    commerce,    industry,    and   the   arts  of 
peace. 

In  the  art  of  political  government,  he  was  equally  saga- 
cious. He  divided  his  vast  empire  into  provinces,  which  in 
turn  were  subdivided  into  counties,  wherein  municipalities, 
and  well  organized  civil  authorities,  nursed  the  germs  of 
democratic  self-government.  Crude  as  were  his  forms  of 
government,  they  were,  nevertheless,  the  starting  point  for 
a  systematic  development  of  political,  social,  religious,  and 
intellectual  conditions,  among  which  the  cause  of  education 
also  began  to  assume  more  definite  shape. 

The  Ecclesiastical  Period. 

Notwithstanding  the  repeated  attempts  of  kings  and  em- 
perors to  free  themselves,  not  only  from  the  restraining,  but 
also  from  the  domineering  authority  of  the  Roman  Pontiff, 
and  the  spasmodic  efforts  of  advanced  spirits  in  religion  and 
philosophy  to  free  mankind  from  the  thraldom  of  supersti- 
tion, the  influence  of  the  Roman  hierarchy  remained  supreme 
So  thoroughly  did  this  power  penetrate  all  classes  of  society 
and  bind  up  all  spheres  of  thought  and  action  to  its  own  in- 
terests, that  Christain  education  served  rather  to  enchain 
than  to  emancipate  mankind  during  the  ecclesiastical  period 
of  mediaeval  times. 

The  term  education  in  this  connection  must  be  considered, 
therefore,  with  a  great  deal  of  caution,  for,  as  compared  with 
its  present  application,  a  semblance  is  scarcely  recognizable. 
Although  here  and  there  were  scholars  considered  great  and 
renowned,  yet  so  few  were  they  in  the  aggregate  that  when 
the  mediocrity  of  the  age  is  taken  into  account,  it  is  evident 
that  a  systematic  plan  for  the  general  instruction  of  the 
masses  was  as  yet  an  unknown  quantity. 

At  the  few  monasteries  memorizing  took  the  place  of  in- 
vestigation, and  books  were  rare  and  costly.  Latin  was  the 


1 8  SCHOOL  AND  FIRESIDE. 

only  language  of  scholastic  pursuits.  The  professors  were 
mostly  of  monastic  orders.  In  philosophy,  Aristotle,  in 
astronomy,  the  Ptolemaic  system  were  undisputed  authorities, 
while  in  theology,  the  legends  of  .saints,  the  writings  ot  the 
"Fathers,"  and  the  decrees  of  church  councils  and  Popes 
constituted  the  basis  of  preparation  for  degrees. 

Education  of  a  lower  grade  was  fostered  in  monasteries. 
Here  lessons  in  reading,  writing,  and  arithmetic,  such  as  it 
was,  with  instructions  in  the  religious  tenets  of  the  age,  were 
given  mainly  to  the  children  of  the  wealthier  parents.  For 
the  instruction  of  the  poorer  classes  of  society,  nothing  at  all 
was  done.  Ignorance,  squalor,  and  abject  misery  were  con- 
sidered the  natural  attributes  of  the  common  people,  who, 
moreover,  had  to  be  kept  in  subjection  by  the  merciless 
application  of  cruel  laws.  The  realm  of  science  was  reserved 
for  the  initiated  few,  and  the  ability  to  read  and  write  placed 
a  man  far  above  the  common  people. 

The  Period  of  the  Reformation. 

Many  important  historical  events  combined  to  bring  about 
that  mighty  deluge  in  Christian  civilization,  which  is  gener- 
ally designated  as  the  Reformation.  To  look  upon  this 
prodigious  event  in  the  world's  history  as  a  mere  religious 
movement,  would  be  to  misconceive  its  causes,  its  nature, 
and  its  consequences.  The  term  "Reformation,"  is  in  many 
respects  a  misnomer.  This  movement  was  to  all  intents  and 
purposes  an  ecclesiastical,  a  political,  a  social,  and,  at  least 
as  far  as  Germany  is  concerned,  a  linguistic  revolution.  The 
great  historical  principle  underlying  the  Reformation,  was 
the  assertion  of  the  right  of  individual  investigation  as  against 
the  dictum  of  authority — the  authority  of  the  Catholic  church. 
Literature,  the  sciences,  the  arts,  as  well  as  all  diplomatic 
movements  of  the  secular  powers,  were  either  controlled  by 
this  hierarchy  or  were  in  absolute  servitude  to  it.  Sporadic 


SCHOOL  AND  FIRESIDE.  19 

attempts  at  emancipation  had  been  made  at  divers  places  and 
times.  By  a  combination  of  favorable  antecedents,  the  way  had 
thus  been  cleared  for  the  struggle.  The  successful  blow  was 
struck.  The  obstacles  to  progress  were  ruthlessly  thrust 
aside,  and  mankind  began  to  march  toward  those  altitudes  of 
spiritual,  mental,  and  moral  development,  where  man  can 
again  commune  with  Jehovah  as  Moses  did  on  Mount  Sinai. 

The  invention  of  gunpowder  had  destroyed  feudalism,  and 
made  room  for  communities  of  industrious  and  intelligent 
citizens;  the  printing  press  had  supplanted  the  tedious,  un- 
reliable, and  expensive  copying  process,  so  that  the  means 
of  learning  could  be  brought  within  the  reach  of  the  multi- 
tude; the  expulsion  of  the  Jews  from  Spain,  had  led  Jewish 
scholars  to  introduce  Hebrew  into  the  universities  of  Central 
Europe;  and  the  conquest  of  Constantinople  by  the  Turks, 
scattered  Greek  professors  throughout  the  Christian  countries 
of  the  West,  so  that  the  original  languages  of  the  Old  and 
New  Testament  became  accessible  to  students;  the  replacing 
of  the  Ptolemaic  by  the  Copernican  system  in  astronomy, 
and  the  discovery  of  America  shook  the  popular  belief  in  the 
infallibility  of  the  popes,  to  the  very  foundation. 

There  was  now  needed  on  the  one  hand,  a  leader  of  intrep- 
id character,  of  sterling  integrity,  God-fearing,  and  of 
sufficient  intelligence  to  free  himself  from  the  prejudices  of 
the  age;  and  on  the  other  hand,  a  certain  degree  of  stupid 
ignorance  on  the  part  of  the  masses,  which  should  prevent 
the  dominant  party  from  comprehending  the  question  of  the 
hour.  Such  a  condition  of  things  was  presented  by  Luther 
and  his  contemporaries.  It  may  be  interesting  to  add,  that 
the  same  historical  process  was  repeated  at  the  uprising  of 
the  American  colonies  against  the  short-sighted  policy  of 
Great  Britain,  nearly  three  hundred  years  later. 

Up  to  the  time  of  the  Reformation,  music  and  architecture, 
among  the  arts,  had  enjoyed  the  exclusive  protection  and 


20  SCHOOL  AND  FIRESIDE. 

favors  of  the  church.  The  latter  had  attained,  especially  in 
the  Gothic  and  Norman  Styles,  almost  classic  distinction. 

The  name  of  the  great  reformer,  Martin  Luther,  will  stand 
forever  on  the  pages  of  history  as  an  instrument  ol  Provi- 
dence in  ushering  in  a  new  epoch  in  the  sphere  of  thought. 
Passing  by  his  reformatory  labors  in  matters  ecclesiastical, 
which  have  proved  in  many  respects  beneficial  as  well  to  the 
Catholic  as  to  the  Protestant  world,  we  shall  refer  here  merely 
to  his  influence  upon  educational  interests. 

By  chosing  the  Upper  Saxon  dialect  for  his  translation  of 
the  Bible  and  for  his  poetical  and  prose  writings,  he  laid  the 
foundation  for  the  classic  German  of  our  day.  By  compos- 
ing chorals  for  congregational  singing  in  churches,  he  created 
that  distinction  between  Catholic  and  Protestant  sacred 
music,  which  a  modern  critic  describes  in  the  following  lan- 
guage: "While  Catholic  choir  music  descends  like  angels' 
song  from  On  High,  the  Protestant  congregational  singing 
ascends  On  High  like  the  prayer  of  supplicating  humanity." 
By  publishing  catechisms  to  assist  in  the  teaching  of  religion, 
Luther  established  catechization  in  schools.  By  converting 
monasteries,  which  were  now,  through  change  in  public 
sentiment,  rendered  worse  than  useless,  into  schools  for  the 
common  people,  he  inaugurated  the  public  school  system,  a 
system  that  is  destined  to  become  one  of  the  most  potent 
factors  in  the  development  of  the  human  race.  By  making 
the  Bible  the  constitution  of  the  Christian  church,  so  to  speak, 
and  placing  it  above  the  arbitrary  teachings  of  Popery,  he 
gave  the  keynote  to  analytical  investigation,  and  thereby 
ushered  in  a  new  era  in  religious  thought. 


SCHOOL  AND  FIRESIDE.  2  I 

CHAPTER   III. 


MODERN. 


INTRODUCTORY. 

THE  leading  characteristics  of  God's  Providence  in  bring- 
ing about  the  good  of  mankind,  seem  to  be:  small  begin- 
nings, slow  developments,  but  unswerving  purposes.  The 
greatest  work  ever  done — the  redemption  of  the  human 
race — had  its  starting  point  in  a  manger.  What  wonder, 
then, that  the  beginning  of  a  new  era  in  education,  the  benefits 
of  which  are  today  shared  by  all  the  civilized  nations  of  the 
earth,  in  general,  and  by  almost  every  fireside,  in  particular, 
can  be  traced  to  the  simple  act  of  a  monk,  nailing  on  a  church 
door  some  theses  against  the  sale  of  indulgences. 

The  touch  of  a  button  by  the  hand  of  a  child  has  sent  an 
electric  current  to  mines  of  powder,  blasting  into  fragments 
gigantic  rocks  at  the  bottom  of  the  sea.  With  such  unpre- 
cedented velocity  went  the  news  of  Luther's  protestation, 
throughout  the  nations  of  Europe,  here  kindling  the  hatred 
of  supporters  of  the  old  ways,  and  there  arousing  to  activity 
the  self  reliant  spirits  of  the  age. 

Then  followed  the  persecutions  and  counter-persecutions 
in  England,  the  Inquisition  in  Spain,  the  horrors  of  St. 
Bartholomew  in  France,  and  the  Thirty  Years'  War  in  Ger- 
many. But  God  was  with  the  Reformation  and  it  could  not 
fail.  Both  sides  of  the  controversy  were  aroused  to  great 
mental  activity  which  was  turned  to  account  upon  the 
schools. 

At  one  and  the  same  time,  Zwingli  in  Zurich,  Calvin  in 
Geneva,  and  the  Jesuites  in  Germany  and  France,  the  two 


22  SCHOOL  AND  FIRESIDE. 

former  in  Protestant,  and  the  latter  in  Catholic  interests, 
distinguished  themselves  by  their  efforts  for  the  education  of 
the  people. 

In  the  realms  of  literature,  England  basked  at  that  time  in 
the  splendor  of  the  "Elizabethian  Age,"  with  Shakespeare  as 
the  central  sun,  while  in  the  Netherlands,  Erasmus,  and  in 
Germany,  Reuchlin,  founded  schools  for  the  study  of  Greek. 
In  Italy,  Torquato  Tasso  stood  forth  as  the  creator  of  the 
grand  epic,  "Jerusalem  Delivered."  In  this  same  country 
arose  Galileo,  who,  by  his  invention  of  the  telescope  and  by 
other  discoveries,  gave  a  new  impetus  to  scientific  research. 
In  Germany,  the  great  Kepler  made  himself  immortal  by  the 
discovery  of  the  laws  of  planetary  motion.  Bacon,  in  Eng- 
land, exposed  by  his  wonderful  reasonings,  the  fallacies  of 
the  Aristotelian  philosophy,  and  later  on,  Isaac  Newton 
demonstrated  the  laws  of  gravitation.  The  philosophical 
labors  of  Locke  in  England,  Leibnitz  in  Germany,  and  Des- 
cartes in  France,  contributed  valuable  material  to  the  cause 
of  education. 

While  it  cannot  be  denied  that  since  the  Reformation,  the 
Catholic  church,  with  the  Pontifical  office  at  Rome,  has 
undergone  a  remarkable  change  for  the  better,  the  Protes- 
tant churches,  on  the  other  hand,  have  lost  themselves  in 
polemics  about  trivialities,  neglecting  to  feed  the  souls  of 
men  with  nourishing  spiritual  food.  The  consequence  of  this 
mistake  was  the  rising  up  of  a  John  Wesley  in  England,  and 
ot  a  Spencer  and  a  Franke  in  Germany,  who  insisted  by  pre- 
cept and  example  upon  the  teaching  and  exercise  of  a  prac- 
tical Christianity. 

2.       THE    PIETISTIC    SCHOOL. 

This  school  arose  as  the  result  of  the  teachings  of  the  men 
just  spoken  of,  and  was  the  first  endeavor  toward  the  estab- 
lishment of  a  systematic  education.  The  fundamental  prin- 


SCHOOL  AND  FIRESIDE,  23 

ciple  of  this  system  was  that  a  deep  religious  conviction 
should  be  carried  into  all  relationships  of  practical  life. 
Among  Protestants,  the  Puritans  of  England  and  America, 
and  the  Pietists  of  Germany,  and  among  Catholics,  the  Jan- 
senists  of  France  and  Holland,  are  types  of  this  school. 

If  their  protest  against  the  Pharisaism  of  the  clergy  and 
against  the  profligacy  of  the  kings  and  nobles  of  that  time, 
had  not  carried  them  to  the  other  extreme,  and  caused  them 
to  revive  the  errors  of  the  Stoic  philosophy,  the  Pietistic 
schools  might  have  been  the  means  of  inaugurating  a  system, 
which,  while  free  from  the  disintegrating  tendencies  of  infi- 
delity, might  still  have  enabled  the  student  to  apply  the 
principle  of  analytical  investigation  to  every  branch  of  study, 
without  danger  of  losing  faith  in  God  and  religion. 

The  Pietists  had  influenced  education  to  such  an  extent  as 
to  more  than  counterbalance  their  stern  dogmatism  and 
gradually  increasing  pedantry,  by  tlie  benefits  naturally  flow- 
ing from  their  fundamental  principles.  Established  form- 
ulas in  teaching,  and  cast-iron  rules  in  discipline,  regardless 
of  conditions  and  environments,  prevented  rjhe  free  develop- 
ment of  mental  capacities  and  individual  characteristics, 
making  the  system  a  facile  tool  in  the  hands  of  the  dominant 
powers  of  church  and  state. 

3.       THE    PHILANTHROPIC    SCHOOL. 

All  violations  of  the  laws  of  truth,  whether  in  the  physical 
or  the  mental  life  of  man,  produce  a  reaction.  The  errors  of 
the  Pietistic  school  created  in  the  souls  of  philosophers, 
educators,  and  philanthropists,  a  more  tender  regard  for  the 
feelings,  capacities,  and  characteristics  of  pupils.  This  re- 
action of  sentiment  found  its  first  exponent  in  Leibnitz, 
(1646-1716,)  a  philosopher  of  Germany,  best  known  to  the 
world  by  his  discovery  of  the  differential  calculus.  His  assid- 
uous cultivation  of  the  field  of  analytical  investigation  led  to 


24  SCHOOL  AND  FIRESIDE. 

results  directly  opposed  to  empiricism  and  memory  cram- 
ming. His  English  cotemporary,  Locke,  (1638—1704,)  by 
his  famous  "Essay  on  Human  Understanding",  furnished 
educators  a  guide  through  the  intricacies  of  mental  develop- 
ment. The  precious  ore  of  advanced  thought  brought  from 
the  inexhaustible  mine  of  truth  by  these  two  philosophers, 
was  turned  to  account  for  the  cause  of  education  by  Jean 
Jacques  Rousseau,  (France.  1712-1778).  His  epoch-making 
work,  "Emile,"  was  called  by  Goethe  "Nature's  gospel  of 
education."  Unfortunately  the  visionary  and  impractical 
tendencies  of  the  work  caused  the  first  attempt  at  philan- 
thropic education  to  prove  a  failure. 

Nearer  to  the  mark  came  the  educational  efforts  of  Johann 
Bernhard  Basedow,  (Germany,  1723-1790).  This  educator 
laid  the  foundation  of  sound  elementary  instruction  by  the 
publication  of  his  celebrated  "Elementarwerk,"  which,  in  a 
short  time,  became  the  prototype  of  all  text  books  through- 
out Germany.  He  urged  kindness,  persuasion,  and  consid- 
eration of  the  feelings  and  characteristics  of  the  pupils,  and 
supplanted  compulsory  by  emulative  methods  of  discipline. 
Hence  the  designation  of  this  method  as  the  "Philanthropic 
School."  It  was,  however,  the  misfortune  of  Basedow,  to 
ruin  his  reputation,  and  ihat  of  his  system,  by  his  loose 
personal  habits  and  by  his  utter  inability  to  put  his  splendid 
theories  into  practice. 

Basedow  was  followed  by  Campe  (Brunswick,  1747-1818,) 
who  by  the  publication  of  his  "Robinson  the  Younger,"  an 
imitation  of  "Robinson  Crusoe,"  opened  the  wide  and  useful 
field  of  juvenile  literature,  notwithstanding  the  fact,  that  the 
incidents  related  in  the  work  are  based  upon  a  psychological 
impossibility. 

About  the  same  time,  two  educators  in  England,  Bell  and 
Lancaster,  conceived  the  idea  of  furnishing  a  kind  of  whole- 
sale instruction  for  children  working  in  factories.  They  in- 


SCHOOL  AND  FIRESIDE.  25 

troduced  the  so-called  "Monitorial  System,"  by  using  ad- 
vanced pupils  as  monitors  of  certain  sections  of  the  school. 
The  work  was  similar  and  simultaneous  in  all  sections,  and 
the  whole  school  was  under  the  supervision  of  a  single  teacher. 
To  facilitate  this  supervision,  the  seats  were  arranged  in 
amphi theatrical  form  with  the  teacher's  desk  at  the  focus  of 
the  converging  aisles. 

This  plan  worked  fairly  well  and  might  be  called  good  for 
lack  of  a  better  one  to  take  its  place.  It  will  be  observed 
that  the  development  of  individuality  cut  no  figure  in  this 
system.  The  obtaining  of  a  certain  degree  of  efficiency  in 
reading,  writing,  and  arithmetic,  was  the  sole  object. 

4.       THE    ECLECTIC  SCHOOL. 

Special  institutions  for  the  education  of  such  unfortunates 
as  suffered  under  physical,  mental,  or  moral  defects,  were 
left  as  a  beautiful  legacy  to  our  times  by  the  Philanthropic 
School.  The  glorious  invention  of  a  sign  language  for  the 
instruction  ot  deaf  mutes,  by  Abbe  Siccard,  of  France,  the 
instruction  of  the  blind  by  prints  in  bass  relief  to  be  read  by 
the  touch  of  the  fingers;  the  so-called  Swedish  system  for 
crippled  and  deformed  children;  improved  methods- in  treat- 
ing the  insane  and  feeble-minded;  and  the  establishment  of 
reform  schools  for  the  depraved — all  these  features  gave 
evidence,  not  only  that  previous  efforts  had  been  fruitful,  but 
that  education  had  arrived  at  a  higher  plane  and  was  claim- 
ing, as  legitimate  fields  of  operation,  spheres  that  formerly 
had  been  considered  foreign  to  it. 

While  secondary  institutions  had  enjoyed  more  or  less  the 
fostering  care  of  governments  and  rulers  for  centuries,  the 
primary  school  had  hitherto  been  treated  as  a  wild  flower,  so 
to  speak,  left  to  bloom  wherever  it  could  get  a  chance. 
By  this  time,  however,  it  had  unmistakably  demonstrated 
its  usefulness;  and  its  relation  to  the  constantly  increasing 


26  SCHOOL  AND  FIRESIDE. 

complexity  of  social  and  political  life,  had  made  it  a  necessity 
too  urgent,  for  legislation  to  ignore  it  longer.  Hence  early 
in  this  century,  many  governments  began  taking  cognizance 
of  it  as  a  vital  factor  in  a  nation's  progress  and  prosperity. 
All  this  is  history.  The  primary  school  is  now  a  part  of  the 
nineteenth  century  civilization.  So  vigorous  is  its  vitality, 
that  it  is  reacting  upon  and  greatly  modifying  higher  instruc- 
tion. 

Secondary  education,  in  order  to  keep  pace  with  the 
changed  conditions,  is  endeavoring  to  get  out  of  the  grooves 
of  the  old  Humanistic  school,  and  to  reduce  the  studies  in 
Greek  and  Latin,  formerly  so  predominant,  to  more  reason- 
able limits,  thereby  giving  greater  prominence  in  the  curric- 
ulum to  the  natural,  physical,  and  mental  sciences. 

5.       EPOCH     OF    PESTALOZZI. 

While  in  former  educational  periods,  comparatively  few 
men  stood  out  as  pioneers  in  the  educational  progress  of 
humanity,  in  these  latter  times,  the  names  of  prominent 
educators  are  legion.  The  apostle  of  the  present  education- 
al dispensation  is  Johann  Heinrich  Pestalozzi,  (Zurich,  1746- 
1827).  In  seeking  the  reason  for  the  prominence  accorded 
this  humble  and  unpretentious  teacher,  we  select  only  a  few 
items  from  his  long  career  of  usefulness.  He  discovered  the 
mainspring  of  all  successful  instruction,  viz:  object-lesson 
teaching.  By  discarding  text  books,  with  their  theoretical 
principles  and  abstract  rules,  and  basing  his  instructions  upon 
objects  within  reach  of  his  pupils,  he  brought  his  school  into 
communion  with  the  realities  of  life.  In  his  celebrated  work, 
"Leonard  and  Gertrude,"  he  demonstrated  the  inseparable 
connection  between  scholastic  and  domestic  education.  By 
his  loving  and  fatherly  ways,  he  won  the  affection  of  his 
pupils,  and  by  the  purity  and  gentleness  of  his  life,  he  raised 
up  before  them  the  authority  of  a  worthy  example. 


SCHOOL  AND  FIRESIDE.  2-j 

Like  Socrates,  Pestalozzi  had  many  followers,  that  devel- 
oped his  ideas  into  various  systems,  which  are  today  form- 
ing their  part  in  the  further  development  of  theoretical  and 
practical  education.  Foremost  among  these  followers  was 
Friedrick  Froebel,  of  Marienthal,  Germany,  (1782-1852). 
He  is  the  founder  of  the  "Kindergarten."  By  this  system, 
was  introduced  systematic  training  (based  upon  the  principle 
of  the  object-lesson)  into  the  child-world,  where  mothers  and 
teachers  meet  upon  a  common  ground  and  thus  become  mutu- 
ally benefitted. 

6.   PERIOD  OF  STRUGGLE  BETWEEN  CHURCH  AND  SCHOOL. 

Since  the  dawn  of  the  educational  era  in  mediaeval  times, 
the  church  had  held  undisputed  sway  in  matters  educational, 
and  had  exercised  an  unrelenting  censorship.  Anything  an- 
tagonistic to  her  interest  was  persecuted  with  the  utmost 
severity.  This  was  realized  by  Spinoza  among  the  Jews,  by 
Hugo  among  the  Catholics,  and  by  Servetus  among  the 
Protestants.  But  the  struggle  continued.  Education  was 
gradually  developing  into  an  empirical  science  with  a  legiti- 
mate sphere  of  its  own.  On  the  other  hand,  the  church 
maintained  a  dogmatic  inflexibility  that  was  destined  to  come 
more  and  more  in  conflict  with  the  increasing  enlightenment 
of  the  age. 

While  this  tendency  of  the  church  was  sustained  almost 
unanimously  by  the  governments  of  Europe  and  the  early 
American  colonies,  and  held  to  be  indispensible  to  the  safety 
of  the  state  and  church,  it  was  denounced  as  reactionary  by 
the  progressive  elements  ot  society.  Many  of  the  latter, 
however,  went  to  the  other  extreme  and  advocated  the  abso- 
lute exclusion  of  religious  influence  and  instruction  from  the 
public  schools.  "Les  extremes  se  touchent,"  (extremes 
meet,)  says  a  French  proverb.  This  is  true  in  the  present 
instance.  These  extremes  could  but  lead  to  the  same  result 


28  SCHOOL  AND  FIRESIDE. 

among   the    masses,    viz:     infidelity,    or    its    modified    form, 
agnosticism. 

To  counteract  tendencies  so  fatal  to  spiritual  development, 
many  churches,  in  countries  where  a  separation  of  church 
and  school  has  been  effected,  have  adopted  the  system  of 
Sunday  schools,  or  are  conducting  denominational  schools  at 
their  own  expense.  The  organizations  are  expediencies  and 
are  subject  to  a  variety  of  contingencies,  but  may  contain, 
nevertheless,  within  them  the  final  solution  of  this  important 
problem. 

/.       THE    THEORY    OF    EVOLUTION. 

The  general  tendency  to  disintegration  in  the  political, 
social,  scientific,  and  religious  systems  of  our  day,  is  a  phe- 
nomenon too  plainly  visible  not  to  attract  the  serious  at- 
tention of  the  educator.  His  mission  brings  him  in  contact 
with  all  these  relationships  of  real  life,  and  a  comprehension 
of  all  vital  questions  of  the  age  is  an  indisperisible  requisite 
lor  the  successful  performance  of  his  duties. 

A  German  philosopher  of  the  modern  school  defined  man 
as  an  "Ursachenthier,"  that  is  an  animal  distinguished  from 
the  other  species  of  the  animal  kingdom  by  a  desire  to  find 
the  cause  of  everything.  It  is  not  to  be  wondered  at,  that 
a  mind  incapable  of  rising  above  such  a  conception  of  the 
life  divine,  should  search  among  things  earthly  for  arguments 
to  support  his  materialistic  hypothesis. 

By  observing  the  unalterable  laws  governing  cause  and 
effect,  whether  looked  at  trom.  an  a  priori  or  an  a  posteriori 
point  of  view,  philosophers  of  this  school  consider  evolution 
the  great  first  cause  of  everything,  the  principle  underlying 
all  physical  and  mental  activity. 

Among  the  constantly  increasing  host  of  Evolutionists,  the 
names  of  some  are  of  international  reputation.  The  influence 
of  their  teachings  is  felt  in  the  highest  institutions  of  learn- 


SCHOOL  AND  FIRESIDE.  29 

ing,  and  thence  also  in  our   common    schools,    reaching  even 
into  the  family  circles  of  Christian  countries. 

Foremost  among  such  thinkers  stands  John  Stuart  Mill, 
(England,  1806-1873).  In  his  "Essay  on  Human  Liberty," 
he  enunciated  principles  adverse  to  our  ideas  of  democratic 
government,  and  advocated  a  construction  of  the  social  fabric 
which  Karl  Gutzkow  in  his  "Ritter  vom  Geiste"  would  desig- 
nate as  an  Aristocracy  of  Intelligence.  In  his  system  of 
"Logic,  Ratiocinative,  and  Inductive,"  he  denies  the  pre- 
existence  of  truth,  affirming  that  all  knowledge  is  a  mere 
generalization  from  observations  of  phenomena,  thereby 
making  sensation  its  only  source,  and  giving  the  inductive 
process  an  undue  pre-eminence.  According  to  his  theory 
of  non-existence  of  absolute  truth,  scientific  certainty  would 
become  only  relative,  religion  empirical,  virtue  a  mere  utili- 
tarian arrangement,  and  the  operations  of  a  creating  and 
directing  Divine  Mind  a  superfluity.  The  educator  in  vain 
scans  this  philosophy  for  a  starting  point  and  an  ultimate 
aim  to  assist  him  in  arranging  the  spirit  and  methods  of  his 
teaching.  He  weighs  it  in  the  balance  and  finds  it  wanting. 

Mill's  philosophy  was  superceded  by  that  of  Herbert 
Spencer.  This  great  thinker  was  born  in  England  1820.  He 
is  the  peer  of  Plato,  Aristotle,  Bacon,  Newton,  Leibnitz,  and 
Kant,  and  has  attained  his  prominence  in  the  philosophical 
world  of  our  day  by  his  clear  dialectics,  courageous  positive- 
ness,  untiring  research,  and  extensive  knowledge. 

The  proposition  that  material  evolution  is  the  process 
underlying  all  phenomena  in  the  physical  and  mental  world, 
and  must  henceforth  constitute  the  basis  of  all  philosophy, 
places  Spencer  in  direct  opposition  to  revealed  religion.  In 
his  works  on  sociology  and  biology  he  maintained  with  un- 
swerving consistency  that  course  of  reasoning  which  must 
lead  eventually  to  infidelity  and  atheism.  His  philosophy 
has  more  positive  substance  than  that  of  Goethe's  Mephis- 


30  SCHOOL  AND  FIRESIDE. 

topheles,  who  introduces  himself  to  Faust  with  the  words: 
"I  am  the  spirit  thac  always  denies,"  but  Spencer's  "Infinite 
and  Eternal  Energy,"  is  too  nearly  akin  to  this  negative 
philosophy,  too  nearly  like  pure  agnosticism,  as  far  as  the 
fundamental  principles  of  revealed  religion  are  concerned,  to 
furnish  man  even  a  poor  substitute  for  the  "childlike  faith" 
which  the  divine  Nazarene  enjoined  upon  his  followers. 

Spencer  has  written  several  monograms  on  educational 
subjects,  chief  among  which  is  a  formal  treatise  on  "Educa- 
tion: Intellectual,  Moral,  and  Physical."  For  keen  analysis, 
and  logical  arrangement,  this  work  is  not  behind  his  best, 
and  generally  speaking,  the  facts  he  presents  are  facts  worthy 
of  consideration.  But  the  student  will  do  well  to  remember, 
that  this  work  is  one  of  the  mosaics  in  his  materialistic  phil- 
osophy, and  also  keep  in  mind  the  general  truth,  that  facts 
support  indifferently  now  this  theory  and  now  that,  accord- 
ing to  the  manner  in  which  they  are  arranged. 

Darwin,  Huxley,  and  Tyndall,  of  England,  Moleschott  and 
Carl  Voight,  of  Germany,  and  Robert  Ingersoll,  of  America, 
are  other,  more  or  less  widely  acknowledged  representatives 
of  the  theory  of  evolution.  Some  of  these  have  attained 
their  prominence  by  their  eloquence,  and  others  by  their 
valuable  contributions  to  science,  literature,  and  education. 
As  a  result  of  the  teachings  of  these  scientists  and  their  co- 
workers,  our  universities  and  high  schools  have  become  fruit- 
ful fields  for  the  spread  of  this  new  theory,  and  teachers  of 
the  lower  grades  are  looking  to  its  banner  as  to  the  only 
standard  of  truth.  Even  in  theological  circles  the  disinte- 
grating tendencies  of  evolution  are  becoming  more  and  more 
visible. 

On  the  other  hand,  many  observing  minds  of  our  day, 
terrified  at  the  drift  of  things,  are  seeking  a  harbor  of  refuge. 
Permanency  of  organization,  stability  of  principles,  and  sat- 
isfaction to  the  deeper  feelings  of  mankind,  are  conditions 


SCHOOL  AND  FIRESIDE.  31 

that  begin  to  attract.  All  these  the  Catholic  church  promises 
to  supply.  She  quite  comprehends  the  situation,  and,  aside 
from  any  other  inducements,  is  making  unprecedented  efforts 
in  advanced  education.  The  stand  taken  by  the  Catholic 
church  in  this  regard  is  judicious  and  consistent  with  her 
whole  spirit  and  dogma. 

But  true  education  must  not  be  influenced  by  the  tenden- 
cies ot  these  opposite  currents  of  thought.  It  must  resist 
the  materialistic  philosophy  of  evolution  on  the  one  hand, 
and  the  reactionary  theology  of  Catholicism  on  the  other. 
Standing  thus  unshaken  upon  the  rock  of  continuous  revela- 
tion, a  light-house  to  the  world,  it  will  gradually  develop  a 
system  calculated  to  prepare  the  rising  generation  for  the 
blessings  of  the  time  that  the  angels  foretold  in  their  song  at 
Bethlehem. 


CHAPTER  IV. 


DIFFERENCE  BETWEEN  ORIENTAL  AND  OCCIDEN- 
TAL EDUCATION. 


EDUCATION  is  the  product  of  the  past,  the  indicator  of 
the  present,  and  the  precursor  of  the  future  civilization  of  the 
people.  It  never  acts  independently  of  the  spirit  of  the  age, 
nor  of  the  character  of  the  people.  Its  influence  and  success, 
therefore,  are  in  proportion  to  its  conformity  with  environ- 
ments. Upon  these  fundamental  principles  rests  the  wide 
difference  between  Oriental  and  Occidental  education. 

The  original  conception  of  state  and  society  in  the  mind 
of  an  Oriental  is  patriarchal.  The  individual  is  only  part  of 


32  SCHOOL  AND  FIRESIDE. 

a  whole  in  his  mind.  This  conception  has  the  advantage  of 
cultivating  veneration,  obedience,  and  fidelity,  but  it  has  the 
disadvantage  of  having  these  virtues  easily  converted  into 
servility  and  other  attending  evils.  Then,  too,  an  education 
based  upon  such  a  principle  excludes  the  possibility  of  mental, 
social,  and  political  progress. 

Syria,  Persia,  India,  China,  and  even  Tartary  and  Mongo- 
lia have  occasionally  produced  great  minds  in  science,  litera- 
ture, and  the  arts;  but  their  wisdom  and  learning  have 
illuminated  their  fellow  beings  only  for  a  season.  Then  all 
this  has  quite  dissappeared  again,  save  as  it  is  quoted  in  after 
times  by  way  of  reminiscence  or  veneration.  No  disciple  or 
follower  took  up  their  ideas  and  developed  them  into  a  pro- 
gressive system.  Their  teaching  became  stakes  on  which  to 
impale  the  human  mind,  rather  than  mile  posts  pointing  the 
way  to  further  progress.  The  Oriental  races  were  the  first 
teachers  of  mankind,  but  they  have  been  surpassed  by  their 
Occidental  pupils,  the  Aryans  of  Europe  and  America. 

The  fundamental  principle  of  Occidental  education,  is  the 
development  of  individuality.  Therein  lies  the  secret  of  its 
unprecedented  success.  All  Occidental  nations  that  have 
grasped  this  educational  idea,  are,  to  a  greater  or  less  extent, 
at  the  present  day  the  leading  nations  of  the  earth  in  politics, 
commerce,  industry,  art,  and  learning. 

According  to  this  principle  individuals  are  not  made,  for 
the  state,  but  the  state  for  the  individuals.  It  contemplates 
the  cultivation  of  men's  physical,  mental,  moral,  and  spirit- 
ual nature  to  its  highest  possible  degree,  It  endeavors  to 
qualify  him  morally  for  the  duties  and  responsibilities  for 
family  life,  and  to  prepare  him  for  membership  in  society, 
and  citizenship  in  the  state,  by  training  him  in  the  exercise 
of  public  spirit. 

Great  as  the  progress  of  education  has  been,  especially 
since  the  middle  of  the  present  century,  there  are  many 


SCHOOL  AND  FIRESIDE.  33 

questions    awaiting   an    answer,    many    problems   a   solution, 
many  conflicting  issues  an  adjustment. 

As  the  Church  of  Jesus  Christ  of  Latter  Day  Saints,  like 
Joseph  cast  out  by  his  brethren,  has  before  her  a  great  social 
and  religious  mission,  so  it  may  not  be  presumptuous  to 
expect,  that  in  the  cause  of  education  the  world  will  also  be 
indebted  to  her  for  advancing  it  further  on  toward  the  re- 
demption of  mankind  from  prejudice,  ignorance,  and  sin. 


AIMS  OF  EDUCATION, 


CHAPTER  I. 


DEFINITION. 


EDUCATION  as  applied  exclusively  to  scholastic  studies  is 
exceedingly  narrow  and  incomplete.  All  efforts,  more  or 
less  systematic,  that  aim  to  the  development  of  the  physical, 
mental,  moral,  or  spiritual  nature  of  man,  should  be  embraced 
in  this  term.  The  term,  Education,  as  used  in  this  work,  is 
a  twofold  process,  (i)  on  conveying  instruction  on  its  theo- 
retical, and  (2)  of  training  in  habits  on  its  practical  side. 
These  parts  of  education  are  inseparable,  and  are  so  inter- 
woven as  to  make  even  the  partial  neglect  of  one  reflect  in- 
juriously upon  the  other. 


CHAPTER  II. 


IN  REGARD  TO  THE  OBJECTS  TO  BE  OBTAINED. 


LABOR  without  an  object  in  view  is  mere  "killing  time". 
Life  without  an  aim.  is  a  failure  from  the  start.  Any  system 
without  a  purpose — if  system  it  may  be  called — lacks  the 
most  essential  element  of  vitality.  Now,  whatever  may  be 
said  as  to  the  apparently  insignificant  initiatory  stages  of  the 
educational  system  of  the  Latter-day  Saints,  it  has  had  pur- 


SCHOOL  AND  FIRESIDE,  35 

poses  of  the  most  definite  character  from  the  beginning.  In 
so  far,  therefore,  as  defmiteness  of  purpose  insures  success, 
so  far  its  inauguration  points  10  the  ultimate  attainment  of 
ends,  some  of  which,  in  the  opinion  of  its  founders,  have 
been  either  insufficiently  recognized,  or  entirely  neglected 
by  other  systems. 

PREPARATION  FOR  THE    REQUIREMENTS  OF  PRACTICAL  LIFE. 

"Three  score  and  ten,  and  when  it  comes  high  it  is  eighty," 
says  an  ancient  sage  concerning  the  length  of  the  life  of  man. 
Of  this  the  greater  part  of  the  first  decade  is  spent  in  irres- 
ponsible infancy,  and  educators  themselves  are  not  all  past 
regarding  the  second  ten  years  as  the  main  educational 
season  of  human  life.  The  gradual  expansion  of  the  educa- 
tional horizon,  however,  is  now  causing  the  light  to  reach 
the  very  confines  of  infancy  on  the  one  side,  and  to  illumin- 
ate the  silvery  altitudes  of  venerable  age  on  the  other.  Kin- 
dergartens, the  outposts  of  more  pretentious  education,  greet 
the  infant  at  the  morn  of  his  life,  and  a  praiseworthy  exam- 
ple is  left  for  the  emulation  of  mankind  as  evidence  that  the 
aged  man  is  still  learning  when  the  evening  shadows  are 
closing  around  him.  While  the  infant  begins,  it  is  the  sage 
only  that  never  ceases  to  learn. 

For  Membership  in  the  Human  Family. 

When  should  education  begin?  This  frequently  pro- 
pounded question  finds  its  complete  answer  in  the  psycho- 
logical fact,  that  the  dispositions  and  capacities  of  a  child 
are  the  result  of  a  combination  of  agencies  that  may  reach 
back  into  generations  of  antiquity;  just  as  your  peculiar  traits 
and  mine  may  be  transmitted  to  our  posterity  for  genera- 
tions to  come.  Such  a  condition  implies  an  ever-continuing 
responsibility  to  posterity.  This  far-reaching  physical, 
mental,  and  moral  responsibility  on  the  part  of  the  race  con- 
stitutes one  of  the  fundamental  principles  of  ethics,  perhaps 


36  SCHOOL  AND  FIRESIDE. 

the  most   essential   one   from   which    the  educator  must  take 
his  orientation. 

If  it  must  be  remembered  that  man  is  a  gregarious  being, 
then  he  must  have  human  society  in  order  that  his  God-like 
attributes  may  be  developed.  The  story  of  Robinson  Crusoe 
rests  upon  a  fallacious  psychological  proposition.  Any  man 
placed  under  such  conditions,  would  become  through  mere 
inanition  either  an  imbecile  or  a  maniac,  the  animal  in- 
stincts of  self-preservation  only  surviving. 

This  indispensible  relationship  between  man  and  man,  is 
the  great  incentive  to  progress,  and  becomes  beneficial  in 
proportion  as  the  benefits  received  and  the  responsibilities 
incurred,  are  equally  distributed.  Wherever  this  adjustment 
is  unequal,  human  progress  is  obstructed  and  education  in 
its  broadest  application  finds  itself  curtailed  in  its  opera- 
tions. 

"Love  thy  neighbor  as  thyself,"  is  the  injunction  of  the 
greatest  Teacher  the  world  has  ever  been  blessed  with.  Self- 
ishness is  the  antipode  of  this  maxim.  The  savage  is  selfish. 
Out  of  savagery  many  stages  and  phases  of  civilization  have 
been  evolved,  as  one  by  one  the  selfish  instincts  of  the  indi- 
vidual have  given  way  for  the  higher  interests  of  society. 
The  infant  manifests  strongly  the  trait  of  selfishness,  hence 
a  popular  educator  asserts  that  the  child  is  a  natural  born 
savage.  It  should  be  the  purpose  of  education  to  lop  off 
selfish  inclinations,  and  engraft  in  their  place,  self-denial, 
self-control,  obedience,  love,  charity,  integrity,  gratitude, 
diligence,  and  kindred  virtues. 

The  educator  has  to  impress  upon  the  minds  of  his  pupils 
the  fact  that  no  one  can  be  happy  unless  he  is  virtuous;  that 
no  one  is  entitled  to  better  treatment  than  he  is  willing  to 
extend  to  others;  and  finally,  that  no  one  can  fully  under- 
stand the  principle  of  the  universal  brotherhood  of  man,  un- 
til he  realizes  that  the  love  for  his  fellow-men,  which  Christ 


SCHOOL  AND  FIRESIDE.  3; 

enjoins  upon  his  followers,  is  but  the  reflex  of  the  love  of 
God  towards  us,  even  as  the  light  of  the  moon  is  but  a  re- 
flection of  the  sun. 

For  Citizenship. 

A  true  home  and  a  good  school  are  nurseries  of  patriotism. 
Great  men  have  good  mothers.  Cornelia,  the  mother  of  the 
Gracchi,  considered  her  two  boys  her  greatest  jewels,  and  a 
Spartan  mother  gave  to  her  son,  as  he  departed  for  the  war, 
a  shield  with  the  legend:  "Either  with  it  or  upon  it."  The 
fireside  is  one's  native  land  in  embryo.  Every  family  circle 
owes  the  sacred  duty  of  planting  in  the  minds  and  hearts  of 
its  growing  members,  enthusiasm  for  their  country,  love  for 
its  history  and  its  flag,  obedience  to  its  laws,  and  reverence 
for  its  institutions.  In  America  the  lack  of  reverence  for 
parents  and  for  the  aged  is  a  dangerous  symptom,  and  if  not 
remedied,  forebodes  no  good  for  the  country.  Figs  and 
grapes  cannot  be  gathered  from  thorns  and  thistles. 

Schools  of  every  grade  should  supply  this  deficiency  by 
emphasizing  morals  and  manners  and  by  giving  pupils  prac- 
tice in  the  exercise  of  public  spirit.  The  creation  of  offices 
to  give  the  pupils  opportunities  of  becoming  responsible  for 
things  beyond  their  own  individual  concerns,  tends  to  draw 
out  their  minds  toward  the  comfort  and  benefit  of  their  fellow 
beings.  This,  the  so  called  "Monitorial  System,"  trains 
pupils  for  trustworthiness  in  public  affairs.  By  discarding 
mere  dictatorial  methods  in  discipline  and  by  adopting  in- 
stead judiciously  applied  principles  of  democracy,  self-reliant 
and  intelligent  citizens  may  be  educated.  The  prevailing 
system  of  feverish  competition  in  our  public  school,  empha- 
sizing, as  it  does,  intellectual  advancement  to  the  almost 
entire  neglect  of  every  other  requirement,  engenders  a  spirit 
of  selfish  ambition,  an  evil  that  sadly  mars  the  characters  of 
many  of  our  most  prominent  public  men  today. 


38  SCHOOL  AND  FIRESIDE. 

For  Occupations. 

The  Creator  has  designed  for  every  human  being  a  certain 
work  to  perform  and  a  distinct  place  to  occupy.  For  this 
mission  He  endowed  him  with  special  capacities  and  sur- 
rounded him  with  certain  environments,  but  granting  him 
his  free  agency.  This  mission  was  given  to  him  not  on  the 
basis  of  the  stern  doctrine  of  predestination,  as  accepted  by 
the  Calvinists,  or  on  the  principle  of  inexhorable  fate  as  be- 
lieved by  the  Mohammedans,  but  as  the  result  of  the  known 
mental,  moral,  and  spiritual  acquirements  of  the  first  estate 
or  "primeval  childhood".  No  man  can  go  beyond  this  wise 
and  judicious  measure  of  his  possibilities  of  growth,  but  may 
fall  far  short  of  it. 

It  is  a  portion  of  the  heaven-appointed  duties  of  parents 
and  teachers  to  discover  these  natural  capacities  and  inclina- 
tions of  their  charges,  for  these  capacities  point  out,  as  a  rule, 
the  line  along  which  the  most  successful  career  in  life  may 
be  followed.  Although  financial  conditions,  vanity,  ignor- 
ance, prejudices,  and  many  other  influences  may  prevent  the 
choice  of  the  course  most  suitable  and  even  cause  the  adop- 
tion of  a  vocation  ill-adapted  to  the  best  good  of  the  pupil, 
yet,  so  flexible  is  human  nature  that  perseverance,  diligence, 
and  above  all,  a  living  faith  in  the  guiding  hand  of  Provi- 
dence, may  not  only  prevent  a  total  failure  of  life,  but  even 
lead  to  ultimate  success,  and  this  too  in  the  face  of  the  most 
adverse  circumstances. 

Our  common  school  system  embraces  chiefly  such  branches 
of  general  instruction  as  are  more  or  less  indispensible  in 
every  vocation  of  life,  while  secondary  education  aims  at 
preparation  and  proficiency  in  studies  adapted  to  the  pursuit 
of  particular  professions.  In  both  of  these  grades,  numerous 
opportunities  present  themselves  for  ascertaining  the  adapt- 
ability of  the  student  for  prospective  work  in  life,  and  he 
should  be  advised  accordingly. 


SCHOOL  AXD  FIRESIDE.  39 

The  improvements  in  the  educational  systems  of  our  day 
are  many  and  in  some  instances  of  great  value.  If,  however, 
the  old-fashioned  curriculum  of  the  so-called  three  "R's" 
with  some  theoretical  grammar  studies  thrown  in  has  been 
superceded  by  practical  object  teaching-,  and  more  logical 
and  analytical  methods,  there  is  manifesting  itself  on  the 
other  hand,  a  growing  tendency  toward  a  complexity  of 
studies,  which  must  either  overtax  the  juvenile  capacities, 
both  physical  and  mental,  or  create  a  superficiality  that  in- 
capacitates the  mind  for  continued  concentration  of  thought, 
create  a  distaste  for  solid  work,  and  engenders  that  self-con- 
ceit which  is  spreading  so  alarmingly  among  our  half-educa- 
ted youth. 

Results  ot  this  artificial  hothouse  education  can  be  seen  in 
the  growing  dislike  for  mechanical  and  agricultural  pursuits 
among  our  young  men  and  for  domestic  accomplishments 
among  our  young  ladies.  The  so-called  learned  professions, 
commercial  occupations,  and  public  offices,  are  given  prefer- 
ence over  Occupations  of  the  producing  order.  While  the 
former  are  becoming  more  and  more  overcrowded  to  their 
own  detriment,  as  well  as  to  that  of  their  occupants,  the 
latter  have  to  be  recruited  in  this  country,  largely  by  for- 
eigners. 

All  this  is  an  unhealthy  condition  of  affairs.  The  fireside 
and  schools  will  have  to  use  their  efforts  to  counteract  this 
tendency  by  paying  more  attention  to  practical  training;  or 
else  this  nation,  which  has  passed  the  first  century  of  its  in- 
dependence with  such  glorious  prospects,  will  decay  pre- 
maturely and  be  overtaken,  in  the  long  run,  by  others  that 
have  developed  along  safer  lines. 

Efforts  to  make  instruction  in  mechanical  and  domestic 
work  a  part  of  the  regular  curriculum  in  common  schools 
have  been  very  successful  in  many  instances  and  deserve 
such  encouragement  as  will  gradually  make  them  one  of  the 


4o  SCHOOL  AND  FIRESIDE. 

essential  features  of  education.  As  the  principle  of  "self- 
help"  constitutes  one  of  the  mainsprings  of  prosperity,  it 
should  be  recognized  as  a  strong  feature  in  all  scholastic  and 
domestic  educacion. 

For  Family  Life. 

"Thou  shalt  honor  thy  father  and  thy  mother,  that  thy 
days  may  be  long  upon  the  earth."  This  divine  injunction 
contains  the  foundation  of  all  domestic  happiness.  From  it 
ramify  all  the  other  duties  of  the  home  circle,  with  all  their 
blessings  and  affections.  A  bad  son  gives  no  promise  of  ever 
becoming  a  good  husband  and  father,  and  I  have  never  seen 
a  girl  that  lacked  in  kindness  to  her  mother,  make  a  good 
wife. 

Every  child  on  entering  school  for  the  first  time  has  had  a 
great  deal  of  education  already,  good  or  bad,  as  the  case  may 
be.  Whatever  there  is  of  it,  was  received  at  home  or  its 
surroundings.  Teachers  encounter  sometimes  two  extremes 
in  school  and  are  liable  to  commit  a  most  egregious  error  on 
such  occasions.  Here  enters  a  child,  for  instance,  well  dressed 
and  cleanly,  of  winning  manners,  pleasant  face,  intelligent 
expression,  and  all  the  marks  of  refined  domestic  environ- 
ments. It  is  welcomed  with  a  triendly  smile  and  a  cordial 
consideration. 

Here  is  another  coming  also,  but  its  makeup  is  ragged  and 
neglected,  its  manner  sulky  and  shrinking,  its  expression 
coarse  and  vulgar,  and  its  bearing  generally  characteristic  of 
a  waif  of  the  street.  While  the  former  which  is  almost  sur- 
feited with  love  and  tender  care  at  home,  finds  additional 
kindness  at  its  meeting  with  the  teacher,  the  latter,  starved, 
perhaps,  for  one  ray  of  sunshine  of  tenderness  and  love,  finds 
a  response  to  its  own  distrust  in  the  apparent  indifference  of 
the  teacher  and  its  treatment  seems  the  more  offensive  by 
contrast  with  the  kindness  showered  upon  the  more  favored 


SCHOOL  AND  FIRESIDE.  41 

pupil.  Parents,  too,  for  some  cause  or  another,  are  guilty 
of  such  partiality.  In  such  cases  the  partiality  is  far  more 
cruel  and  is  productive  of  incalculable  mischief. 

There  is  a  certain  degree  of  prudery  prevailing  among 
parents  and  teachers  in  respect  to  the  relationship  of  husband 
and  wife,  which  their  children  or  pupils  are  expected  to  enter 
into  sooner  or  later.  No  one  expects  to  occupy  a  position 
in  business  life  without  having  informed  himself  in  regard  to 
its  requirements,  and  sought  advice  from  those  interested  in 
his  welfare  or  otherwise  posted  himself  on  the  subject.  But 
young  people  of  both  sexes  are  suffered  to  enter  into  the 
most  sacred  relationships  of  life  without  one  word  of 
counsel. 

And  this  is  not  all:  There  is  not  an  experienced  teacher 
in  the  land  that  has  not  noticed  with  aching  heart  the  slimy 
trail  of  the  serpent,  the  symptoms  of  secret  vices,  on  the 
countenances  of  some  of  his  pupils.  Attempts  to  confer  with 
the  parents  in  such  cases,  for  the  purpose  of  securing  their 
co-operation  in  the  rescue  of  their  child  from  the  inevitable 
consequences  of  such  habits,  are  too  often  met  by  a  stolid 
indifference,  an  offended  incredulity,  or  even  by  personal 
insults. 

Then  is  the  time  for  the  teacher  to  realize  his  utter  de- 
pendence upon  the  support  of  his  God,  whose  guidance  he 
should  seek  in  secret  prayer.  Thus  fortified,  he  or  she  may 
dare  to  wrestle  with  the  evil.  Let  the  teacher  in  private  in- 
terview approach  the  afflicted  one,  of  his  or  her  own  sex,  in 
great  kindness,  patience  and  purity.  Thus  many  a  young 
life  is  rescued  from  destruction,  and  started  anew  on  a  path 
that  leads  to  health,  prosperity,  and  usefulness. 

In  schools  where  both  sexes  are  taught,  but  where  only 
male  teachers  are  laboring,  there  should  be  a  wise  and  ex- 
perienced woman  chosen  as  matron  to  talk  with  the  girls  and 
instruct  them  on  moral  and  hygienic  principles  pertaining  to 


42  SCHOOL  AND  FIRESIDE, 

the  nature  and  mission  of  their  sex.  A  male  teacher  recog- 
nizes the  fact  that  there  are  many  things  about  which  he 
would  not  talk  to  his  own  daughters,  leaving  such  instruc- 
tions to  be  given  by  their  mother;  and  whatever  a  teacher 
does  not  wish  to  say  to  his  own  daughters,  he  has  no  right 
to  say  to  the  daughters  of  anyone  else. 


INCULCATION  OF    THE  FUNDAMENTAL  PRINCIPLES  OF  SPIRIT- 
*  UAL  DEVELOPMENT. 

"Man  shall  not  live  by  bread  alone,  but  by  every  word 
that  proceedeth  out  of  the  mouth  of  God." 

These  words  of  Scripture  place  the  object  of  man's  life 
upon  earth  so  far  above  its  common  conception  as  to  show 
clearly  the  wide  departure  of  mankind  in  general  from  the 
designs  of  the  Allwise  Creator.  Not  by  bread  alone,  neither 
for  bread  alone  does  man  live.  There  are  higher  objects 
yet  to  be  attained;  other  truths  to  be  learned,  and  greater 
works  to  be  done,  all  of  which  are  indicated  by  successive 
stakes  of  continuous  revelation  stretching  into  the  endless 
perspective  of  eternity. 

Cultivation  of  Moral  Habits. 

Vivisection  of  vegetable  and  animal  organisms  may  be 
comparatively  easy  and  to  some  extent  instructive,  but  it 
has  never  touched  as  yet  the  mainspring  of  life,  neither  has 
the  reverse  process  ever  been  attempted,  viz:  to  reconstruct 
out  of  the  separate  fragments  a  living  thing. 

As  the  origin  of  life  is  as  yet  far  beyond  the  horizon  of 
analytical  investigation,  so  is  the  nativity  of  virtue  hidden 
behind  the  veil  of  infinitude.  Virtue  is  not  a  mere  product 
of  the  necessities  and  conveniences  of  man,  nor  an  empirical 
outgrowth  of  advancing  civilization,  to  be  viewed  from  a 
purely  utilitarian  standpoint,  as  evolutionists  would  make  us 
believe;  but  it  is  that  attribute  of  humanity  which  makes  man 


SCHOOL  AND  FIRESIDE.  43 

akin  to  God.  Morality  is  the  extent  to  which  virtue  has  been 
able  to  manifest  itself  in  the  feelings,  desires,  words,  and 
actions  of  man,  either  in  his  bearing  as  an  individual,  or  in 
his  collective  capacity  as  society. 

As  a  concrete  manifestation  of  an  abstract  principle,  virtue 
is  to  be  cultivated  more  effectually  by  practical  training  in 
good  habits  than  by  mere  theoretical  instructions  and  logical 
dissertations.  The  chief  part  of  morality  consists  in  doing 
and  not  in  merely  knowing.  Precepts  in  morality,  therefore, 
should  follow  the  synthetic  process,  moving  from  simple  ex- 
ample to  complex  idea.  In  this  way  did  God  educate  men 
from  the  Garden  of  Eden  at  the  beginning,  to  the  foot  of  Mt. 
Sinai,  in  the  Mosaic  dispensation,  then  from  Calvary,  in  the 
meridian  of  time,  and  to  the  hill  Cumorah,  at  the  opening  of 
the  Latter-Day  dispensation. 

The  proverb  "Knowledge  is  power,"  is  only  relatively 
true.  Knowledge  should  be  supported  by  corresponding 
moral  qualities.  The  formation  of  character  depends  upon 
the  nature  of  the  moral  training  which  accompanies  intellec- 
tual advancement.  There  are  learned  fools  and  learned 
knaves  in  this  world  with  all  shades  and  diversities  between 
them.  A  piece  of  furniture  may  be  beautifully  painted, 
splendidly  varnished,  elaborately  ornamented,  and  gotten 
up  in  exquisite  taste,  and  still  prove  worthless  on  account  of 
the  rotten  timber  in  it.  Another  piece  far  less  showy 
may  be  of  greater  value  because  it  is  proven  to  consist  of 
solid  wood. 

Thus  it  is  with  man.  No  outward  refinement  of  manners, 
no  acquired  accomplishments,  no  excellence  in  the  arts  or 
sciences,  no  mastership  in  mechanical  pursuits,  no  high 
position  in  society — can  recompense  for  the  Jack  of  a  virtu- 
ous character.  Parents  and  teachers  ought  to  make  it  their 
first  and  foremost  concern,  whatever  other  forming  and 
shaping  and  garnishing  their  educational  efforts  may  have  in 


44  SCHOOL  AND  FIRESIDE. 

view,    that   the   characters   uf   their   pupils  shall  be  made  of 
sound  timber. 

Morality  is  far  more  the  result  of  habit  than  of  reasoning. 
This  fact  serves  as  a  guide  to  the  educator  who  by  persever- 
ance and  example,  habituates  his  pupils  in  good  manners, 
noble  aspirations,  and  chaste  words  and  actions,  thus  assist- 
ing the  formation  of  characters  fitted  to  sustain  honorably  all 
the  eventualities  of  this  life,  and  prepared  by  daily  object 
lessons  in  a  strict  morality,  for  the  duties  of  a  higher  exist- 
ence. 

Religions    Training. 

Whence  did  I  come?  What  am  I  here  for?  Where  am  I 
going?  These  questions  recur  in  some  shape  or  other  to 
every  intelligent  being.  Philosophers  with  their  ever  chang- 
ing theories,  have  tried  in  vain  to  solve  them.  Pessimists  of 
the  Schopenhauer  school  have  given  up  the  search  in  despair, 
exclaiming:  Life  is  not  worth  living;  and  psychology  care- 
fully avoids  the  lines  which  separate  the  "Known"  from  the 
"Unknown,"  and  the  "Unknowable." 

Let  us  be  mindful  of  the  fact,  that  there  is  nothing  in 
nature  without  a  purpose.  Even  what  we  may  designate  as 
obnoxious  weeds,  or  as  vermin,  are  only  organisms,  the  use 
of  which  has  not  yet  been  discovered  by  man.  Is  it  philo- 
sophical to  believe  that  within  a  man  there  should  be  placed 
impulses  that  cause  him  unceasingly  to  seek  after  the  origin, 
the  nature,  and  the  ultimate  aim  of  himself  and  everything 
around  him,  and  he  be  left  crying  like  "a  voice  in  the  wilder- 
ness," and  never  getting  an  answer?  This  would  be  the  only 
inconsistence  in  all  nature,  an  inconsistence  which,  by  the 
laws  of  analogy  and  probability,  is  excluded  from  the  assump- 
tion of  possibility.  The  answer  comes  to  us  in  a  form  which 
carries  with  it  the  stamp  of  divine  authority,  and  that  is 
"Revealed  Religion." 

Every  sphere  of  thought  and  occupation  has  its  own  way 


SCHOOL  AND  FIRESIDE.  45 

of  expression,  a  knowledge  of  which  has  to  be  acquired  by 
study  and  practice.  The  language  of  music,  of  poetry,  or 
architecture,  and  of  every  art  and  science,  is  subject  to  the 
same  rule.  Some  one  may  have  inherent  capacities  or  pro- 
clivities for  one  or  the  other  of  these  spheres  of  thought,  but 
if  they  should  not  be  properly  cultivated  or  be  left  entirely 
neglected,  they  would  grow  wild,  remain  comparatively  un- 
productive, or  might  even  become  injurious.  This  is  verified 
also  in  regard  to  the  religious  tendencies  inherent  in  human 
nature.  To  prevent  them  trom  becoming  warped  and  per- 
verted, as  in  the  case  of  bigots  and  fanatics,  on  the  one  hand, 
and  of  agnostics,  infidels,  and  atheists,  on  the  other,  a  care- 
ful religious  training  from  childhood  on,  is  an  indispensible 
requisite  of  true  education. 

It  is  not  dogmatic  theology  on  the  Pharisaic  or  Puritan 
plan,  nor  a  scientifically  diluted  system  after  the  Unitarian 
fashion,  which  is  here  advocated,  but  a  religious  training 
based  upon  the  scripture:  "The  fear  of  the  Lord  is  the 
beginning  of  wisdom."  Fear,  in  this  connection,  does  not 
mean  something  associated  with  trembling,  or  with  appre- 
hension of  evil  likely  to  come  upon  us  from  some  revengeful 
being,  but  it  expresses  rather  the  idea  of  reverential  devo- 
tion. 

Great  and  countless  opportunities  for  object-lessons  in 
teaching  this  principle  are  within  the  reach  of  the  parent  and 
the  teacher.  The  fireside  as  an  emblem  of  the  future  heavenly- 
home;  the  school  room  as  the  prototype  of  the  house  of  God; 
clothing,  food,  playthings,  books,  all  pleasures  and  delights 
that  excite  gratitude  and  appreciation;  parents  as  represen- 
tatives of  the  Heavenly  Father;  teachers  as  the  expounders 
ot  the  relationship  to  be  sustained  by  the  children  later  on  in 
their  church  capacity;  the  Sabbath  Day;  prayer;  ordinances 
of  the  Gospel; — these  are  but  a  few  of  the  things  that  may 
serve  to  inculcate  love  and  devotion  for  the  Father  in 
Heaven. 


46  SCHOOL  AND  FIRESIDE. 

The  notion  of  not  giving  the  children  any  religious  instruc- 
tion until  they  are  old  enough  to  choose  for  themselves  is  a 
dangerous  fallacy, — one  that  has  been  the  ruin  of  many  other- 
wise promising  young  people. 

The  educational  methods  prevailing  in  the  public  schools 
and  homes  in  this  country  more  than  anywhere  else  in  civil- 
ized countries,  are  open  to  the  severe  charge  of  neglecting 
the  cultivation  of  reverence.  Hence  the  disregard  for  par- 
ental authority  out  of  which  grows  disloyalty  to  the  laws  of 
our  country,  disregard  for  the  feelings  and  rights  of  fellow- 
men,  and  a  growing  discontent  with  the  conditions  of  society. 
No  man  can  ever  be  true  to  his  God  that  has  not  learned  to 
be  true  to  his  home,  his  country,  andjiis  fellow-men.  This 
life  is  only  a  preparatory  step  for  a  higher  one.  All  inci- 
dents "that  flesh  is  heir  to"  are  object-lessons  by  which  to 
study  the  principles  of  immortality. 

Thus  should  education  at  the  fireside  and  in  the  school- 
room lead  the  child  from  the  undeveloped  life  of  infancy  to 
the  maturer  years  of  adolescence.  Step  by  step,  along  the 
various  stages  of  physical,  intellectual,  moral,  and  spiritual 
development,  it  should  move  upward  to  the  realization  of 
man's  final  destiny,  and  furnish  him  with  the  means  of  reach- 
ing that  destiny. 

The  motto  of  modern  education  should  be  the  teaching  of 
Christ  condensed  in  the  words:  "Come  and  follow  me!"  In- 
stead of  the  maxim  of  the  old  school-master,  "Thou  shalt." 
Thus  leading  the  youth  upward  and  onward,  constantly  open- 
ing before  him  new  perspectives  of  endless  progression,  it 
should  draw  daily  inspiration  from  the  injunction  of  the  Great 
Teacher,  who,  in  those  immortal  words  of  the  Sermon  on  the 
Mount,  pointed  out  as  the  ultimate  aim  of  all  education:  "Be_ 
_y c _th erefqi^gerfect^e ven  as  your  Fjjt;]i£r--wliichjs  in  heaven 
is  perfect.' 


SCHOOL  AND  FIRESIDE.  47 

CHAPTER  III. 


IN  REGARD  TO  THE  MATERIAL  TO  BE  WORKED 

UPON. 


DEVELOPMENT   OF    THE    PHYSICAL    MAX. 

"ME\s  sana  in  corpore  sano,"  that  is,  a  healthy  mind  in  a 
healthy  body.  The  truth  of  this  old  Latin  proverb  was 
acknowledged  by  the  Romans  as  well  as  by  their  predeces- 
sors in  civilization,  the  Greeks.  The  latter  in  their  Olympian 
games  bestowed  crowns  upon  the  victors,  and  the  Great 
Spartan  lawgiver,  Lycurgus,  even  ordered  that  all  feeble  and 
deformed  infants  be  destroyed.  The  former  held  physical 
prowess  in  such  esteem  that  for  bravery  and  virtue  they  had 
the  same  word,  and  by  their  gladitorial  exhibitions  and 
military  exploits,  they  promoted  physical  development  as 
one  of  the  fundamental  elements  of  national  prosperity. 

Providence  is  seemingly  operating  along  similar  lines. 
Nations,  enfeebled  by  luxury  and  its  attending  vices,  are 
overcome  and  supplanted  by  more  vigorous  peoples,  and  the 
4 'survival  of  the  fittest''  appears  to  bean  historical  as  well  as 
a  natural  law. 

With  such  precepts  before  him,  the  conscientious  educator 
can  not  afford  to  ignore  the  physical  nature  of  his  pupils  as 
an  important  material  placed  at  his  disposal  for  cultivation. 
As  it  would  be  folly  on  the  part  of  the  skillful  navigator  to 
expect  safe  passage  in  an  unseaworthy  vessel  across  a  stormy 
ocean,  so  would  it  be  unreasonable  to  prepare  a  child  for 
life's  great  voyage  by  an  elaborate  mental  training  at  the 
expense  of  its  physical  constitution. 


48  SCHOOL  AND  FIRESIDE 

There  is  too  much  of  this  sort  of  thing  going  on,  and  it  is 
largely  brought  about  by  the  unhealthy  composition  in  our 
public  schools.  No  such  numbers  of  children  with  impaired 
eyesight,  high  shoulders,  disturbed  digestion,  marked  nervous- 
ness, and  feeble  frames,  especially  among  the  more  comfort- 
ably situated  class  of  society,  were  ever  seen  before.  Six 
hours  or  more  daily  in  school  with  lessons  to  get  until  the 
late  hours  of  the  night,  is  the  lot  of  many  of  our  school  child- 
ren, especially  in  the  big  cities,  not  to  speak  of  private  lessons 
in  music,  elocution,  painting,  and  other  accomplishments 
that  are  added  in  some  instances  to  the  studies  of  the  already 
overtaxed  child. 

It  is  true  that  there  is  a  greater  regard  paid  now  to  light, 
ventilation,  temperature,  commodious  desks,  good  prints  in 
text  books,  healthy  location  of  school  houses,  suitable  cloth- 
ing; and  also  that  these  improvements  are  augmented  by 
hygienic  exercises  of  various  kind.  But  all  these  advantages 
are  not  sufficient  to  counteract  the  evil  consequences  of  the 
tendency  toward  that  nervous  overdoing  in  mental  work,  that 
characterises  the  public  school  system  of  our  day.  For  the 
purpose  of  securing  success  to  the  few  favored  by  nature  to 
endure  the  strain,  many  victims  are  suffered  to  fall  by  the 
wayside. 

This  censure  applies  chiefly  to  our  larger  towns.  The 
children  in  country  places  enjoy,  to  a  greater  extent,  the  ad- 
vantages of  open  air  exercises  and  are  rather  exposed,  in  some 
instances,  to  the  other  extreme,  that  is,  in  not  getting  enough 
mental  activity. 

It  is  the  sacred  duty  of  parents  and  teachers  to  understand 
and  watch  the  variety  of  symptoms  indicating  the  ever 
fluctuating  physical  conditions  of  the  young  people  before 
them.  Great  injustice,  and  sometimes  still  greater  injury,  is 
done  by  these  conditions  of  childhood  through  ignorance  or 
carelessness.  There  is  more  "slaying  of  innocents"  going 


SCHOOL  AND  FIRESIDE.  49 

on  through  false  education  in  this  regard,  than  the  world  is 
aware  of. 

Thank  God,  that  the  time  is  past  when  children  of  tender 
years  had  to  work  in  mines  and  factories,  or  were  farmed 
out;  although,  sad  to  say,  the  ''sweating  system"  in  some  of 
our  great  cities  in  the  East,  is  still  casting  a  soul  and  body 
destroying  blight  upon  hundreds  of  these  little  ones.  The 
laws  of  the  civilized  nations  have  finally  caught  up  on  this 
point,  at  least  so  far  as  the  statute  book  is  concerned.  But 
there  is  much  to  be  done  yet  before  an  educational  system, 
embracing  school  and  fireside,  will  be  evolved  that  shall  so 
develop  the  physical  powers  of  our  nature  as  to  make  them 
efficient  and  never  failing  handmaids  to  the  mind  in  the  per- 
formance of  man's  glorious  mission.  Physical  education 
must  yet  take  long  strides  ere  it  shall  make  it  possible  for 
man's  life  to  endure  like  that  of  a  tree. 

Purity,  chastity,  temperance,  cleanliness,  and  compliance 
with  the  laws  of  nature,  are  the  inseparable  concomitants  of 
health,  and  constitute  the  leading  principles  of  physical  edu- 
cation. The  sum  total,  however,  of  all  that  has  been  said 
on  this  subject  is  contained  in  that  Divine  Revealation,  the 
"Word  of  Wisdom."  this  is  the  strongest  and  surest  factor  in 
bringing  about  that  grand  result. 

The  Word  of  Wisdom  is  commonly  understood  to  mean 
simply  a  total  abstinence  from  intoxicants,  stimulating  drinks, 
and  tobacco,  and  a  restriction  to  the  moderate  use  of  meat. 
Yet  a  far  greater  application  of  that  Divine  Revelation 
will  be  necessary  before  its  benefits  can  be  enjoyed  in  their 
fullness. 

This  fundamental  principle  of  a  healthful  life  is  best  incul- 
cated by  example.  Whenever  that  example  is  as  far  from 
mere  Puritanic  abstemiousness  as  it  is  from  an  ostentatious 
observance  of  some  particular  feature  of  that  divine  command- 
ment, and  is  accompanied  by  that  charity  for  others  without 


50  SCHOOL  AND  FIRESIDE. 

which  any  virtue  loses  its  halo,  then  the  Word  of  Wisdom 
will  become  a  bulwark  against  the  destroyer  among  our 
people.  Generations  will  arise  whose  healthy  bodies  will  be 
fit  tabernacles  for  immortal  souls,  filled  with  the  spirit  of  the 
Living  God. 

DEVELOPMENT    OF    MENTAL    CAPACITIES. 

It  is  not  the  mission  of  parents  and  teachers  to  enter  into 
psychological  investigation  for  the  purpose  of  determining 
the  exact  line  of  demarkation  between  the  physical  and 
mental  life  of  the  child.  They  find  the  functions  of  both  so 
well  defined  and  yet  so  closely  interwoven,  that  they  are 
sometimes  under  the  necessity  of  temporarily  substituting 
the  cultivation  of  one  for  that  of  the  other.  But  it  must  be 
their  aim  at  all  times  to  develop  both  lines  as  harmoniously 
as  possible. 

Notwithstanding  the  almost  endless  variety  of  capacities 
and  dispositions  in  children,  as  the  result  of  physical  condi- 
tions, heredity,  and  environments,  educators  recognize  many 
indications  to  guide  them  in  dealing  with  the  mysteries  and 
intricacies  of  child-life. 

When  with  the  awakening  of  the  perceptive  faculties  the 
child  passes  from  helpless  infancy  into  the  first  period  of 
self-activity,  imagination  becomes  the  predominate  faculty 
of  the  mind.  An  old  stick  becomes  a  horse  to  the  boy,  a 
bundle  of  rags  a  doll  to  the  girl,  and  a  sand-pile  a  little  world 
for  them  both.  Parents  and  teachers,  if  they  will  recall,  as 
far  as  possible,  the  events  of  their  own  childhood,  will  find  in 
them  the  keynote  for  the  proper  treatment  of  this  beautiful 
gift  of  the  Creator  to  childhood.  Thus  they  will  be  able  to 
avoid  the  mistakes  which,  perhaps,  in  their  own  young  life, 
had  so  often  marred,  unnecessarily  and  cruelly,  their  innocent 
enjoyments  They  will  take  delight  in  bestowing  upon  their 
young  charges,  occasionally,  little  endearments  for  which  they 


SCHOOL  AND  FIRESIDE.  51 

themselves  used  to  sigh  with  longing  eyes  and  hungry  hearts 
in  childhood. 

This  exceedingly  vivid  imagination,  or  phantasy,  as  Dr. 
Baldwin  calls  it,  is  often  grievously  misunderstood.  Child- 
ren thus  inclined,  are  often  not  capable  of  distinguishing 
clearly  between  things  imagined  and  things  real.  Their 
statements,  descriptions,  and  reports  of  things,  persons,  and 
incidents,  may  be  exaggerated,  perverted,  or  even  entirely 
ot  their  o\vn  invention.  To  charge  them  in  such  cases  directly 
with  lying,  would  many  times  not  only  be  unjust,  but  also 
unwise.  Gently  to  disentangle  them  from  the  workings  of 
their  own  imagination  and  to  lead  them  to  a  perception  of  the 
reality  in  the  case,  is  by  far  the  wiser  course,  in  as  much  as 
ic  not  only  leads  the  child  to  perceive  its  mistake,  but  also 
induces  it  to  be  more  guarded  in  the  future. 

The  telling  of  stories  is  one  of  the  strongest  educational 
factors  in  this  period  of  child-life.  Care  must  be  taken,  how- 
ever, that  the  imagination  be  not  filled  with  untruthful  and 
unnatural  concepts,  such  as  are  often  found  in  fairy  tales  and 
fables.  There  is  such  an  inexhaustible  treasure  of  beautiful, 
interesting,  and  fascinating  incidents  found  in  nature,  in 
history,  in  the  lives  of  great  and  good  men  and  women,  in 
the  scriptures,  and  in  the  educator's  own  experience,  that 
there  is  little  necessity  for  misleading  the  divine  gift  of  im- 
agination into  the  untruthful  realms  of  fairyland  and  fable. 
The  latter  province  has  only  too  often  a  tendency  to  form  a 
a  prejudice  in  the  child's  heart  against  some  innocent  object 
of  God's  creation. 

The  mental  groxvth  of  the  child  should  be  kept  as  much  as 
possible  in  unison  with  its  physical  development.  It  is  a 
well  known  fact  that  children  of  a  nervous  temperament  are 
apt  to  develop  the  preceptive  faculties  more  rapidly  than 
those  of  a  more  phlegmatic  organization. 

When  an  easily  excitable,    nervous  system,   is  stimulated 


52  SCHOOL  AND  FIRESIDE. 

into  unusual  activity,  nature  can  not  sufficiently  replenish  the 
waste  of  brain  tissue  caused  by  that  process,  and  the  result 
is  precocity.  The  conscientious  educator  occasionally  be- 
holds with  sorrow  and  mental  protest,  a  fragile  creature 
brought  out  at  public  or  private  gatherings  to  exhibit  to  the 
admiration  of  the  audience  some  clever  performance  in  recita- 
tion, acting,  or  music.  The  sparkling  eyes,  the  delicately 
formed  features,  and  the  fairy-like  appearance  of  the  child 
are  taken  as  prophetic  tokens  of  future  excellence  in  this  or 
that  direction.  Fond  mothers  urge  the  innocent  victim  to 
still  greater  exertions,  proud  fathers  stimulate  it  by  gifts  and 
prizes,  and  thoughtless  teachers  too  often  parade  it  for  selfish 
purposes.  All  this  kind  of  procedure  only  serves,  as  it  were, 
to  fasten  a  mortgage  on  the  poor  child's  physical,  mental,  and 
moral  future.  Such  mortgages  have  sometimes  been  re- 
deemed by  successes  in  later  years,  as  in  the  case  of  Mozart 
and  others,  but  in  most  cases,  nature  forecloses  the  dread  con- 
tract long  before  middle  age  is  reached.,  and  imbecility, 
— -mediocrity,  and  even  prema"fure"~death  is  theresuTET^ 

Rapid  development"  of  mental  faculties  in  children  is  no 
more  a  sure  indication  of  real  mental  force,  than  a  slower 
development  can  be  considered  always  a  sign  of  mental  dull- 
ness. Parents  and  teachers  need,  therefore,  much  discern- 
ment, patience,  and  good  judgment,  in  dealing  with  the 
extremes  daily  met  with  in  the  lives  of  children. 

The  great  problem  in  education  is  to  discover  the  sphere 
of  action  for  which  any  given  child  is  most  adapted  and  to 
turn  its  thoughts  and  energies  in  that  direction. 

Right  here  attention  has  to  be  called  to  the  mistaken  idea 
that  mechanical  occupations  do  not  require  any  particular 
mental  efforts,  and  that  consequently,  persons  engaged  in 
them  ought  to  occupy  an  inferior  position  in  the  social  scale. 

There  is  no  legitimate  occupation,  be  it  ever  so  menial, 
that  does  not  offer  opportunity  for  the  exercise  of  skill; 


SCHOOL  AND  FIRESIDE,  53 

and  skill  in  anything  is  the  result  of  a  combination  of  mental 
and  physical  effort.  Without  the  co-operation  of  mental 
powers  in  physical  labor,  the  latter  soon  becomes  a  drudgery. 
On  the  other  hand,  the  powers  of  a  superior  mind  may  make 
even  menial  labor  not  only  endurable,  but  often  productive 
of  such  pleasurable  mental  stimulus,  as  to  renew  their  energy 
and  endurance.  Instances:  The  French  army  on  their  fear- 
ful retreat  from  Moscow  in  1812,  when  on  the  point  of 
lying  down  by  the  wayside  to  die,  the  exhausted  soldiers 
rallied  around  their  standards  with  enthusiasm  when 
the  bugle  or  the  drum  announced  a  pending  attack  by- 
Cossacks.  A  most  beautiful  illustration  of  this  psychological 
principle  is  given  in  4'Ben  Hur, "  where  the  hero  of  the  tale 
is  represented  as  a  galley  slave  holding  at  bay  by  mental 
effort  the  soul  and  body-destroying  influences  of  his  dreadful 
condition. 

It  should  be  the  aim  of  parents  and  teachers  to  encourage 
the  cultivation  of  intellectuality  and  will-power,  so  that  these 
faculties  may  be  made  available  in  the  performance  of  the 
duties  and  responsibilities  of  active  liie  and  in  the  endurance 
of  the  inconveniences  and  trials  of  mortality.  "Excelsior" 
should  be  the  motto  of  every  boy  and  girl.  A  laudable  am- 
bition to  excel  is  an  indespensible  requisite  of  success.  Men 
as  well  as  women  have  risen  from  the  lowest  ranks  of  society, 
emerged  from  the  depths  of  poverty,  or  overcame  the  diffi- 
culties of  adverse  circumstances  by  perseveringly  devoting 
their  energies  to  the  accomplishments  of  their  aims  and 
aspirations. 

A  being  without  an  aim  in  life,  or  not  possessing  the 
requisite  concentrativeness  of  purpose  to  assist  him  in  resist- 
ing temptations,  or  in  sticking  to  his  principles  in  spite  of 
allurements,  is  like  a  cork  floating  upon  the  water,  driven 
hither  and  thither  by  every  current  that  flows  and  every 
wind  that  blows.  He  will  most  likely  turn  out  a  failure  in 


54  SCHOOL  AND  FIRESIDE. 

any  position  he  may  occupy,  or  in  any  relationship  in 
domestic,  social,  or  business  life  he  may  ever  be  called  upon 
to  sustain. 

CULTIVATION    OF    SPIRITUAL    ASPIRATIONS. 

"The  children  of  this  world  are  wiser  in  their  generation 
than  the  children  of  light."  By  this  saying,  the  Great 
Teacher  divides  mankind  into  two  classes.  The  distinguish- 
ing characteristics  of  each  are  found  in  their  aspirations, 
motives  of  action,  and  so-called  "ruling  passions."  Those  of 
the  children  of  this  world  are  circumscribed  exclusively  by 
things  of  this  world,  as  for  instance,  accumulation  of  wealth, 
ambition,  gratification  of  sensual  pleasures,  or  the  mere 
struggle  of  "making  a  living."  The  children  of  light,  on  the 
other  hand,  have  opening  before  them  an  endless  perspective 
limited  neither  by  time,  earthly  existence,  nor  degree  of 
earthly  progression.  To  them  the  requirements,  experiences, 
aims,  aspirations,  possibilities,  vicissitudes,  achievments,  and 
incidents  of  earthly  existence  are  mere  object-lessons  in  the 
preparatory  course  for  a  higher  existence. 

Christ  designates  the  children  of  this  world  as  wiser  in  their 
generation  than  the  children  of  light.  And  so  they  ought 
to  be,  for  all  their  aims  and  aspirations  must  be  reached  and 
accomplished  in  this  life.  Not  to  reach  the  satisfaction  sought 
for,  or  not  to  accomplish  the  aims  reached  after,  and  so  to 
mourn  over  the  ruins  of  scattered  hopes,  means  a  life  spent 
in  vain.  As  an  illustration,  look  upon  Napoleon,  when  as  an 
exile  in  the  isle  of  St.  Helena,  he  was  devoured  by  that 
ambition  which  had  once  set  the  world  afire,  and  now  was 
turning  upon  himself  like  the  vulture  of  Prometheus. 

If  immortality  were  only  a  preservation  of  our  names  in  the 
memory  of  man,  or  only  a  lasting  continuation  of  the  works 
we  leave  behind,  the  children  of  this  world  would  be  wiser 
not  only  in  this  generation  but  indeed  so.  But  the  children 
of  light  have  after  all  "chosen  the  better  part." 


SCHOOL  AND  FIRESIDE  55 

There  is  a  law  in  nature  that  the  time  of  growth  and 
development  of  any  living-  thing  is  in  proportion  to  the  length 
of  its  average  duration  of  life.  Hence  herbs,  grasses,  and 
so  forth,  develop  rapidly,  while  oaks,  beaches,  and  other 
trees  of  hard  structure,  are  of  slow  growth.  The  same  law 
holds  good  in  the  animal  creation,  and  is  applicable  also  to 
man's  physical,  intellectual,  moral,  and  spiritual  nature. 

The  children  of  this  world  consider  only  this  world  their 
sphere  of  activity  and  final  aims,  while  the  children  of  light 
have  eternity  before  them,  with  the  vistas  of  progression 
reaching  out  to  an  endless  perspective. 

True  educators  are  taking  cognizance  of  the  principles 
underlying  the  above  illustrated  saying  of  Christ,  and  keep 
constantly  before  their  eyes  the  ultimate  aims  of  education. 
As  an  engineer  in  surveying  a  canal  or  a  railroad  must  take 
his  bearings  in  view  of  the  terminus  of  his  line  of  survey,  so 
has  the  educator  to  keep  before  him  constantly  the  ultimate 
aims  of  all  education,  which  Christ  points  out  to  us  in  the 
words:  4iBe  ye  perfect  even  as  your  Father  in  Heaven  is 
perfect. " 

The  method  and  means  adopted  for  the  development  ol 
the  physical  body,  of  the  mental  capacities,  of  the  moral 
qualities,  and  of  the  spiritual  aspirations,  are  educational 
phases,  grades  of  progress,  converging  lines,  and  stepping 
stones,  all  of  which  ought  to  bear  upon  the  characteristics  of 
that  true  education  which  finds  its  crowning  glory  in  the 
attainment  of  the  divine  attributes.  No  matter  how  s^ . ... 
a  plant  may  appear  in  its  first  stages  of  development,  it  bears 
the  characteristics  of  its  kind  so  unmistakably,  that  a  farmer 
may  at  once  pronounce  the  sprouting  grain  to  be  wheat  or 
barley,  etc.  Whether,  therefore,  the  experienced  teacher 
watch  any  phase  of  education  at  the  fireside  or  in  school,  in 
the  kindergarten,  the  district  school,  or  the  college,  in  any 
branch  of  science,  literature,  or  art,  he  will  never  be  at  a  loss 


5 6  SCHOOL  j*ND  FIRESIDE 

to  distinguish    quickly,    the    education   characteristic   to  the 
children  of  the  world  from  that  characteristic  to  the  children 

of  light. 

With  the  removal  of  religion  as  the  fundamental  principle 
of  education,  our  public  school  system  has  been  deprived  of 
the  most  effective  motive  power.  To  cover  this  defect  emu- 
lation and  ambition  have  been  called  into  requisition  as  sub- 
stitutes. These  substitutes  would  be  absolutely  dangerous 
if  they  were  not  sought  to  be  counteracted  by  a  diluted  form 
of  religion,  called  ethics.  In  the  form  of  fables,  stories,  and 
illustrations  from  nature  and  history,  religion  is  administered 
to  the  spiritual  nature  of  youth  in  homeopathic  doses. 

It  has  been  written  of  old  "that  in  the  latter  days  the 
hearts  of  the  fathers  should  be  turned  toward  their  children." 
As  there  never  has  been  a  time,  nor  a  people,  when  fathers 
have  not  loved  their  children,  as  a  rule,  this  prophecy  must 
have  a  meaning  beyond  the  natural  love  inherent  in  all 
human  beings  toward  their  offspring.  A  love,  therefore, 
manifesting  itself  merely  in  caring  for  the  child's  physical 
welfare,  for  his  mental  development  to  the  end  that  he  may 
acquire  success  in  life,  and  even  for  his  moral  condition,  that 
he  may  become  honorable,  and  a  beloved  and  respected 
member  of  society,  would  not  answer  the  claims  of  that 
ancient  prophecy;  for  these  features  of  education  were  more 
or  less  observed  even  in  the  days  of  that  old  prophet. 

The  educational  systems  of  our  day,  possessing  advantages 
in  the  matter  of  scientifically  trained  teachers,  in  judicious 
gradation,  in  scientific  apparatus,  in  cabinets  and  libraries, 
in  light  and  ventilation,  in  furniture  and  utensils,  in  text  and 
reference  books,  in  magazines  and  periodicals, — far  surpass 
anything  that  the  world  has  ever  known  before.  Even  in  the 
matter  of  playthings,  illustrative,  instructing,  and  entertain- 
ing, the  fireside  is  furnished  with  means  to  make  the  home 
circle  attractive  to  the  child  in  ways  that  former  generations 
never  dreamed  of. 


SCHOOL  AND  FIXE  SIDE.  57 

All  this  would  indicate  a  close  application  of  that  ancient 
prophecy. 

But  a  serious  draw-back  to  these  outward  improvements 
has  made  itself  felt,  which  deprives  them  of  a  great  por- 
tion of  their  glory.  The  competition  existing  between 
schools  and  teachers,  of  which  more  will  be  said  hereafter, 
produces  a  kind  of  high-pressure  education,  comparable  to  a 
hot-house  process  in  botanical  gardens.  The  result  is  a 
gradual  overcrowding  ot  the  so-called  learned  professions,  and 
a  dislike  for  the  mechanical  and  productive  occupations, 
accompanied  by  a  spirit  of  restlessness,  discontent,  and  self- 
conceit,  such  as  is  always  associated  with  superficiality  and 
half-learning. 

This  condition  of  affairs,  if  suffered  to  continue  and  to  in- 
crease, forebodes  no  good  to  the  stability  of  our  social  insti- 
tutions. With  the  abandonment  ot  religion,  education  has 
lost  its  safe  anchorage,  is  drifting  into  the  unknown  currents 
of  experimentalism,  and  is  in  danger  of  striking  the  shoals 
and  banks  of  infidelity.  And  as  to  the  last  point,  I  do  not 
hesitate  in  saying,  that  I  would  rather  see  my  child  exposed 
to  the  dangers  of  an  infectious  disease  and  trust  to  medical 
treatment,  or  better  still,  to  the  faith  within  me  and  to  the 
ordinances  of  the  Gospel,  to  rescue  it  from  fatal  consequen- 
ces, than  to  have  it  exposed  to  the  influence  of  an  infidel 
teacher. 

When  Israel  stood  at  the  foot  of  Mt.  Sinai,  they  put  bounds 
around  the  mountain,  allowing  none  but  Moses  to  go  up  ana 
speak  with  Jehovah.  There  is  no  fence  around  the  mountain 
any  more,  and  the  road  is  open  to  all.  Our  youth  need 
leaders  in  school  and  at  the  fireside,  to  go  before  them  and 
show  them  the  way,  step  by  step,  in  usefulness,  industry,  in- 
telligence, faith,  obedience,  each  day  higher  and  higher  up; 
leaders  among  parents  and  teachers,  that  by  their  own  daily 
walk  and  conduct  will  inscribe  upon  the  hearts  of  their  fol- 


58  SCHOOL  AND  FIRESIDE. 

lowers  the  words  of  Christ:  "Come,  follow  me!"  Then,  by 
and  by,  the  generations  of  the  youth  of  Zion  will  reach  the 
top  of  the  mountain  and  commune  with  Jehovah  as  Moses  did 
of  old. 


PERSONS  WHOM   EDUCATION 
AFFECTS, 


As  it  is  essential  for  the  educator  to  be  fully  posted  in 
regard  to  those  general  principles  of  education  which  appear 
in  this  treatise  under  the  head  of  "History"  and  of  "Aims," 
so  the  persons  affected  by  education  form  so  vital  a  chapter 
in  a  just  and  logical  treatment  of  the  subject,  that  a  brief 
survey  of  these  various  classes  presents  itself  to  us  as  the 
next  point  for  consideration.  Foremost  among  them  are 
Parents. 


CHAPTER  I. 


PARENTS. 


To  obtain  the  highest  conception  of  the  calling  of  a  man 
and  a  woman  in  the  capacity  of  parents,  one  must  look  upon 
them  from  an  educational  point  of  view,  for  from  no  other 
does  the  grandeur  of  this  sacred  relationship  so  well  present 
itself  to  the  mind  with  all  its  intricate  complexity.  The 
home  is  the  sanctuary  of  the  human  race,  where  each  genera- 
tion is  consecrated  tor  its  life's  mission.  The  parents  are 
the  high  priests,  responsible  to  God  for  the  spirit  of  their 
ministry. 


60  SCHOOL  AND  FIRESIDE. 

BEGINNING   AND    DURATION    OF    PARENTAL    RESPONSIBILITY. 

The  physical,  intellectual,  and  moral  status  of  a  nation  is 
to  a  great  extent  the  result  of  the  conditions  under  which 
preceding  generations  have  lived  and  developed;  and  on  the 
same  principle,  the  present  generation  is  destined  to  shape 
the  character  of  those  succeeding  it.  The  same  law  holds 
good  in  regard  to  families.  By  the  law  of  heredity,  physical, 
mental,  and  moral  conditions  are  transmitted  from  generation 
to  generation  to  a  greater  or  less  extent  as  the  strength  of 
any  particular  characteristic,  accompanied  by  favoring  con- 
ditions, may  be  able  to  make  itself  felt  in  the  blood  of  a 
family.  The  decree  of  the  Almighty,  that  he  will  visit  the 
iniquity  of  the  fathers  upon  the  children  unto  the  third  and 
fourth  generation,  but  will  show  mercy  unto  thousands  that 
love  him,  is  verified  by  the  law  of  natural  heredity. 

This  fact  contains  an  earnest  admonition  to  all  parents. 
While  they  are  not  held  responsible  for  the  deeds  of  their 
progenitors,  although  bearing  more  or  less  the  burden  of 
hereditary  imperfections,  gr,  on  the  same  principle,  enjoying 
inherited  advantages,  they  must  be  aware  of  the  fact  that 
heredity  does  not  stop  with  them,  but  continues,  and  that, 
therefore,  they  will  incur  responsibilities  for  coming  genera- 
tions. Responsibility  reaches  not  only  to  the  generations 
past  and  gone,  but  commences  anew  with  ourselves,  to  con- 
tinue into  yet  unborn  generations,  which  will  receive  from 
us  a  heritage  that  may  prove  either  a  curse  or  a  blessing. 
The  seed  of  Cain  still  carry  the  burden  of  their  first 
ancestor's  crime,  while  the  seed  of  Abraham  have  not  lost  the 
faith  in  Jehovah's  promise  as  given  to  the  patriarch  of  their 
race. 

But  coming  now  to  the  responsibility  resting  upon  the 
individual  parent,  the  subject  assumes  even  a  more  serious 
aspect,  as  it  refers  to  an  undivided  responsibility,  a  respon- 


SCHOOL  AND  FIRESIDE.  6 1 

sibility  not  to  be  shared  either  by  nation  or  by  ancestry;  an 
account  that  on  the  great  day  of  reckoning  must  be  settled 
to  the  last  farthing. 

This  being  the  case,  the  question  arises:  When  does  it 
begin?  Some  are  ready  in  answering  that  it  commences  on 
the  day  when  the  child  enters  the  schoolroom  for  the  first 
time.  It  is  then  that  responsibility  for  regular  and  punctual 
attendance,  procuring  books  and  school  utensils,  proper 
clothing,  a  certain  degree  of  supervision  over  home  studies 
and  compliance  with  school  regulations,  and  so  forth, — be- 
comes an  indispensable  adjunct  to  parental  duties.  This 
view  of  responsibility  does  no  more  cover  the  ground  than  a 
new  hat  may  be  called  a  full  suit  of  clothes. 

Others  are  willing  to  concede  that  parental  responsibility 
begins  when  the  child  commences  to  walk  and  talk,  as  then 
it  is  capable  of  receiving  impressions  for  good  or  evil.  Al- 
though this  argument  appears  very  plausible  at  first  sight, 
closer  analysis  reveals  the  fact  that  even  at  this  period  of 
life,  physical  and  mental  dispositions  and  conditions  already 
manifest  themselves;  characteristics  that  must  be  results  of 
causes  for  whose  existence  the  parents  may  be  more  or  less 
responsible. 

Look,  for  instance,  at  those  feeble  and  scrofulous  children 
in  the  infirmary.  Do  they  not  in  many  instances  show  that 
the  sins  of  the  fathers  have  been  visited  upon  the  children? 
Numerous  instances,  some  of  a  pleasant,  others  of  a  sorrow- 
ful nature,  as  the  case  may  be,  are  constantly  coming  under 
the  eye  of  the  close  observer,  demonstrating  the  fact,  that 
parental  responsibility  commences  with  the  parents  them- 
selves, in  their  dispositions,  conduct,  principles  of  action,  in 
short,  in  the  thoughts  and  sentiments  of  their  very  hearts. 

"Like  begets  like,"  is  a  law  of  all  creation.  Gardners  and 
farmers  succeed  in  improving  species  of  plants  by  cultivation 


62  SCHOOL  AND  FIRESIDE. 

from  year  to  year;  and  stock  raisers  talk  of  fine  breeds.  So 
among  the  human  race  are  found,  from  generation  to  genera- 
tion, families  of  criminals,  imbeciles,  and  libertines.  On 
the  other  hand,  there  are  families  whose  repute  for  virtue, 
integrity,  wisdom,  learning,  and  other  excellencies  have  re- 
mained without  a  blemish  for  ages.  There  never  was  a  great 
man  or  woman  whose  life  did  not  point  to  the  influence  of  a 
good  mother  as  the  first  start  on  the  road  to  his  or  her  success, 
and  so  on  the  other  hand.  I  myself  once  heard  a  murderer 
charge  the  beginning  of  his  downward  career  to  his  parents. 

When  does  parental  authority  cease?  It  must  be  evident 
that  responsibility  is  gradually  but  only  partially  transferred 
to  the  offspring  as  fast  as  the  assumption  of  free  agency  be- 
comes a  part  of  life's  program  in  every  individual.  The 
parental  guiding  lines  have  to  be  surrendered  one  after  an- 
other, but  not  all  of  them;  some  remain  forever. 

It  is  much  to  be  regretted  that  comparatively  few  parents 
comprehend  the  just  measure  of  freedom,  indulgence,  and 
independent  action  to  be  assigned  to  their  children.  While 
some,  by  their  stern  and  despotic  government,  incapacitate 
their  children  for  the  just  exercise  of  independence  and  thus 
cause  them  to  fall  into  the  extremes  of  recklessness  or  weak- 
ness of  character,  others  suffer  their  boys  to  "sow  their  wild 
oats,"  and  permit  their  girls  to  roam  beyond  their  parent's 
control  in  unsafe  surroundings  as  to  persons,  places,  and 
hours.  These  weaknesses  of  judgment  have  caused  the 
downfall  of  many  otherwise  promising  young  people,  and 
brought  grief  and  shame  to  many  a  household. 

Parental  responsibility  never  entirely  ceases,  not  even  with 
the  closing  of  the  coffin  lid.  There  is  an  inheritance  to  be 
left  of  far  greater  importance  than  houses  and  lands,  or  gold 
and  silver,  in  never  ending,  but,  in  itself,  ever  reproducing 
progression.  "Das  ist  der  Fluch  der  -feceseiiA  dass  sie, 
fortzeugend,  Bceses  muss  gebaeren/'y^Schiller/  (That  is 


,    T 

iiller/ 


SCHOOL  AND  FIRESIDE.  63 

the   curse    of   the    evil    deed    that,  forever  begetting,  it  must 
bring  forth  evil.) 

How  blessed,  on  the  other  hand,  is  he  that  can  treasure 
up  within  the  Holy  of  holies  of  his  heart,  the  sacred  memory 
of  a  noble  father  and  a  pure  mother  to  shield  him  in  the  hour 
of  temptation,  to  guide  him  in  all  his  actions,  and  to  bequeath 
to  his  own  posterity  the  precious  heritage  of  a  good  name 
untarnished  from  generation  to  generation! 

PRINCIPLES    UNDERLYING    THE    FIRESIDE    EDUCATION. 

Family  and  home  are  institutions  whose  origin  is  identical 
with  that  of  the  human  race  itself,  and  they  have  maintained 
their  identity  under  a  variety  of  forms  throughout  all  the 
changes  which  climate,  nationality,  creeds,  peace  and  war, 
social  and  political  conditions,  civilization  or  the  want  of 
it, — have  wrought  with  all  other  institutions  of  mankind. 
Their  influence  upon  nations  as  well  as  upon  individuals  is 
ineradicable,  hence,  lawgivers,  philosophers,  and  educators 
have  recognized  them  as  the  strongest  factors  in  the  construc- 
tion of  their  various  social  systems. 

Although  the  influence  of  race,  the  spirit  of  times  and  of 
localities,  and  the  religious,  social,  and  financial  environ- 
ments, shape  the  conditions  of  families  and  homes  to  a  con- 
siderable extent,  still  parents  remain,  after  ail,  the  chief  factors 
in  the  domestic  drama.  By  their  precepts  and  example  they 
may  modulate  it  either  into  a  harmonious  whole,  or  turn  it 
into  a  state  of  confusion.  While  in  the  former  instances 
peace  prevails,  and  temporal,  moral,  and  intellectual  pros- 
perity is  engendered,  the  latter  may  result  in  degradation 
with  all  its  attending  evils. 

By  the  laws  governing  the  universe,  each  of  the  constituent 
parts  of  a  planetary  system  moves,  with  a  mathematical 
exactness  of  velocity,  in  its  orbit  around  the  central  body, 
never  conflicting  with  other  planets.  This  fact  should  be 


64  SCHOOL  AND  FIRESIDE. 

recognized  in  every  home  as  the  prototype  of  a  well  con- 
ducted family.  "Order  is  heaven's  first  law,"  has  become  a 
somewhat  trite  saying,  but  it  is  truth  all  the  same.  Order  is 
the  observance  of,  and  compliance  with,  adopted  rules  in 
regard  to  persons,  things,  places,  and  times,  which  definition 
applies  also  to  obedience. 

A  mere  compliance  with  any  particular  demand  does  not 
embrace  the  full  meaning  of  the  divine  principle  of  obedience, 
for  that  would  presuppose,  not  only  the  necessity  of  a  super- 
ior antecedent,  but  exclude  also, to  some  extent,  the  exercises 
of  free-agency  and  thereby  deprive  the  act  of  the  better  part 
of  its  moral  value. 

Obedience  and  its  co-ordinate  principle  of  order  in  their 
mechanical  observance  are  best  illustrated  in  the  movements 
of  inanimate  nature,  which  take  place  in  compliance  with  in- 
exhorable  laws.  But  in  proportion  as  life  makes  itself  felt, 
be  it  in  plant  or  in  animal,  freedom  of  choice  becomes  mani- 
fest also,  until  in  man  it  attains  its  acme. 

This  progressive  law  of  choice  should  furnish  parents  a 
guide  in  the  management  of  their  family,  especially  in  regard 
to  children.  A  child  enters  this  world  without  any  power  of 
observation,  knowledge,  or  will  of  its  own,  all  of  which 
parents  have  to  supply  as  necessity  requires.  Gradually, 
however,  physical  and  mental  faculties  begin  to  develop,  and 
training  as  to  their  proper  use  becomes  a  leading  object  of 
education.  Nature  is  the  best  educator.  Mothers  following 
intuitively  the  promptings  of  this  teacher,  know  how  to  teach 
their  little  ones  how  to  walk,  to  talk,  and  so  forth,  thus  giving 
the  infant  opportunities  for  the  exercise  of  its  free  agency  in 
a  measure.  If  this  course  should  be  logically  and  systematic- 
ally adhered  to  during  the  further  progress,  there  would  be 
very  little  need  of  this  dissertation  on  the  subject.  But,  un- 
fortunately, this  line  of  proceedure  is  gradually  abandoned, 
and  parents  suffer  themselves  to  be  guided  too  often  by 
arbitrary  principles. 


SCHOOL  AND  FIRESIDE.  65 

The  various  means  by  which  children  are  trained  in  the 
principles  of  obedience  and  order  are  comprised  under  the 
generic  name  of  discipline.  Discipline  is  the  climate  of  the 
home  and  the  family.  This  climate,  when  it  is  as  it  should 
be,  you  can  neither  see,  nor  hear,  nor  handle.  Whenever 
you  do  see  or  hear  it,  it  is  an  indication  that  the  equilibrium 
is  disturbed.  Some  obstruction  or  irregularity  has  been  un- 
expectedly encountered,  and  a  commotion,  merely  unpleasant, 
perhaps,  threatens  to  assume  serious  proportions.  All  this 
might  have  been  prevented  in  most  cases  by  judicious  man- 
agement. Hurricanes,  thunder  storms,  and  other  atmos- 
pheric disturbances,  in  the  climate  of  a  country,  resemble 
such  family  jars. 

Children  ought  to  be  trained,  step  by  step  in  the  exercise 
of  this  free  agency,  and  this  right  should  be  measured  out  to 
them  in  exact  proportion  to  the  grade  of  accountability 
which  age,  intelligence,  will  power,  and  moral  disposition 
have  developed  in  them.  No  more,  no  less.  This  corres- 
ponds with  the  disciplinary  principles  observed  by  the  state 
in  regard  to  its  citizens,  and  is  laid  down  in  the  Word  of  God 
as  the  line  along  which  salvation  and  exaltation"  can  be 
obtained. 

Parental  authority  in  the  family  circle  prepares  us  for  the 
authority  which  governments  exercise  over  citizens,  and  for 
the  authority  of  our  Heavenly  Father,  to  whom  all  men  should 
render  homage.  Whenever  the  first  step  in  this  grand  series 
is  neglected,  there  is  little  hope  that  the  following  two  will 
be  satisfactorily  complied  with  unless  better  experience  shall 
bring  about  a  reformation.  Over-indulgent  and  weak  parents 
will  not  succeed  in  raising  useful  citizens  for  the  state,  nor 
devout  and  faithful  children  of  God. 

METHODS   OF    FIRESIDE    EDUCATION. 
The  management  of  domestic  affairs  differs  widely  in  some 


66  SCHOOL  AND  FIRESIDE. 

respects  from  methods  governing  outside  organizations. 
While  the  latter  are  conducted  by  constitution  and  by-laws, 
or  by  rules  and  regulations  provided  by  those  in  charge,  the 
former  depends  in  some  measure  upon  unwritten  laws,  en- 
vironments, personal  dispositions,  and  degree  of  intellectual. 
moral,  and  spiritual  culture. 

Methods,  speaking  in  the  strict  sense  of  the  term,  are  to  be 
adopted  with  great  caution  in  domestic  education,  in  as  much 
as  a  strict,  methodical  course  is  too  apt  to  degenerate  into 
pedantry,  and  to  destroy  the  gentle  influence  of  mutual 
affection  between  parents  and  children.  All  domestic  re- 
lationships lose  the  glory  of  their  divine  origin  and  sink  to 
the  level  of  human  conventionality,  expediency,  and  self- 
interest,  whenever  the  inspiration  of  love  is  supplanted  by 
the  pursuance  of  cast-iron  rules. 

And  yet,  dependence  upon  the  impulse  of  the  moment  as 
the  only  guide  in  the  management  of  children,  is  as  unjust, 
illogical,  and  dangerous,  to  the  growth  of  evenly  balanced 
minds,  as  the  extremely  methodical  course  is  destructive  of 
filial  affection.  Reprimands  arid  punishments  are  too  often 
measured  out,  not  by  the  intrinsic  merits  of  the  case,  but  by 
the  momentary  temper  of  the  parent.  As  there  is  an  intuitive 
sense  of  justice  and  right  in  every  child,  such  a  course  not 
only  produces  in  the  heart  of  the  child  an  angry  and  resent- 
ful protest  against  such  treatment,  and  thereby  frustrates  the 
moral  reformation  which  would  be  the  object  of  every  punish- 
ment, but  also  blunts  the  natural  sensitiveness  of  the  child, 
and  plants  there  the  seeds  of  dissimulation,  deceit,  lying, 
resentment,  hatred,  and  selfishness. 

The  over-indulgence  of  fond  parents  in  cases  of  unbecom- 
ing conduct  or  of  serious  offences,  is  another  fruitful  source 
of  failures  in  domestic  education.  It  is  unfort.unate  that  this 
charge  has  to  be  made  to  a  greater  or  less  extent  against 
our  American  domestic  education  in  general.  The  author's 


SCHOOL  AND  FIRESIDE.  67 

own  experience  in  the  school  room  enables  him  to  record 
numerous  instances  of  almost  personal  insult  from  patrons 
when  they  were  asked  for  parental  co-operation  in  the  en- 
deavor to  rescue  their  children  from  a  downward  course. 
The  results  of  this  mistake  can  be  seen  in  the  prevailing  dis- 
regard for  parental  authority,  in  the  laxity  of  public  morals 
and  political  integrity,  in  the  frivolous  ease  with  which 
matrimonial  ties  may  be  dissolved,  and  in  the  open  defiance 
of  law  and  authority.  These  are  signs  foreboding  many 
tribulations  for  our  nation. 

Methods  there  are,  however,  by  which  domestic  education 
ought  to  be  regulated  to  some  extent.  A  general  system  of 
order,  cleanliness,  punctuality,  industry,  good  manners, 
veracicy,  and  obedience,  should  pervade  every  household. 
Such  a  system  should  be  inaugurated  by  the  example  ot 
parents,  as  otherwise,  it  could  not  be  carried  through,  all 
lecturing,  reprimanding,  exhorting,  and  teaching  to  the  con- 
trary notwithstanding. 

All  education  consists  of  two  great  principles,  viz:  convey- 
ing information,  and  training  in  habits.  While  the  former 
necessarily  constitutes  the  leading  feature  of  school-room 
work,  the  latter  is  the  key-note  of  the  domestic  branch.  But 
neither  of  these  factors  in  the  education  of  the  child  is  ex- 
empted from  the  duty  of  paying  attention  to  the  other  in  a 
subordinate  measure. 

Habit,  as  a  factor  in  education,  has  not  generally  been 
considered  by  parents  and  teachers  to  that  extent  which  its 
influence  upon  the  character  of  the  child  demands.  There 
are  intellectual,  moral,  and  spiritual  habits.  A  great  deal, 
and  perhaps  the  most  part,  of  our  so-called  knowledge  is 
merely  intellectual  habit,  consisting  of  the  assumption  as 
truth  of  historical,  scientific,  political,  and  literary  statements, 
without  ability  on  our  part,  of  verifying  them  except,  indeed, 
by  acquired  arguments  which  rest  themselves,  upon  the 


68  SCHOOL  AND  FIRESIDE. 

assertions  of  other  men.  Hence  people  have  opposite  con- 
victions in  regard  to  astronomical,  geological,  physiological, 
and  kindred  subjects,  and  yet  are  equally  intelligent  and 
firmly  convinced  of  the  truth  of  their  respective  theories.  AH 
depends  upon  the  training  which  their  reasoning  habits  have 
received.  Men,  for  instance,  have  very  conflicting  views  on 
politics.  There  are  highly  intelligent  men  upholding  with 
sincere  patriotism  the  systems  of  absolute,  or  of  constitu- 
tional monarchy,  as  the  case  may  be;  others  equally  intelli- 
gent, entertain  strong  convictions  in  regard  to  any  of  the 
multitudinous  party  theories  prevailing  in  republics.  None 
of  them  can  be  justly  called  a  fool  or  a  knave  for  differing, 
say,  from  our  individual  views  on  the  same  subjects.  Each 
one's  way  of  looking  at  things  is  simply  the  result  of  habit, 
the  end  fibres  of  the  roots  of  which  may  have  to  be  traced 
back  into  the  days  of  earliest  childhood. 

There  are  also  moral  habits,  indeed,  these  constitute  almost 
the  entire  fabric  of  morality.  That  morality  which  results 
from  philosophical  reasoning,  rests  upon  a  sandy  and  untrust- 
worthy foundation,  liable  to  be  swept  away  by  the  waves  ot 
temptation,  excitement,  or  captivating  sophistry.  "Train  up 
a  child  in  the  way  he  should  go,  and  when  he  is  old  he  will  not 
depart  from  it,"  is  a  saying  of  Scripture,  based  upon  a  correct 
knowledge  of  human  nature.  The  children  of  honest,  in- 
dustrious, and  temperate  people  will  naturally  be  predisposed 
to  follow  their  parents  along  these  lines  unless  other  influ- 
ences should  cause  them  to  deviate  from  that  course. 
Domestic  education,  therefore,  owes  the  duty  of  habituating 
children,  by  consistent,  persevering  example,  in  doing  things 
that  are  right,  and  in  avoiding  things  that  are  evil. 

In  this  connection  it  is  my  duty  again  to  call  the  attention 
of  parents  to  the  principle  of  chastity.  This  virtue  is  violated 
to  a  far  greater  extent  than  most  parents  are  aware  of,  and 
needs  the  watchfulness  and  anxious  care  of  every  educator. 


SCHOOL  AND  FIRESIDE.  69 

Especially  are  the  secret  vices  fastening  their  fangs,  to  an 
alarming  extent,  upon  the  bodies  and  souls  of  our  children. 
When  once  bitten  by  the  serpent  in  this  way,  the  rescue 
from  the  inevitable  calamities  to  follo\v,  will  become  more 
difficult  in  proportion  to  the  delay. 

Spiritual  habits  come  next  for  consideration.  These  are 
no  less  lasting  and  influential  in  the  life  of  every  human  be- 
ing. The  heathen  worships  his  idols  and  practices  the  rites 
of  his  idolatry  with  the  same  habitual  sincerity,  that  the 
Mohammedan  invokes  his  Allah  and  Prophet  Mohamed,  or 
the  Christian  endeavors  to  follow  Christ  according  to  the 
fashion  of  his  respective  denomination,  and  so  also  the  Infidel 
or  Agnostic  persistently  indulges  in  the  disintegrating  ten- 
dencies of  skepticism.  The  children  of  Agnostics  generally 
follow  parents  in  their  negative  belief,  while  children  of  faith- 
ful Latter-day  Saints,  when  habituated  in  the  observance  of 
the  commandments  and  statutes  of  the  Gospel,  will  in  most 
cases  grow  up  to  serve  the  Lord. 

Ricci,  a  general  of  the  Jesuites  in  the  last  century,  under- 
stood the  force  of  this  early  training  in  habits,  when  he  said: 
"Give  me  the  education  of  the  children  of  a  nation  until 
their  twelfth  year,  I  do  not  care  what  they  may  be  taught 
afterwards,  they  will  be  good  Catholics  forever. " 

In  the  face  of  these  facts,  the  shortsightedness  of  main- 
parents  among  the  Latter-day  Saints  in  regard  to  the  intel- 
lectual, moral,  and  spiritual  training  of  their  children  is  in- 
explicable. Some  of  these  parents  are  piling  up  a  respon- 
sibility which  nobody  with  his  eyes  open  would  care  to 
assume. 


70  SCHOOL  AND  FIRESIDE. 

CHAPTER  II. 


SCHOOL  AUTHORITIES. 


STATE    OR    MUNICIPALITY. 

EDUCATION,  having  been  recognized,  long  since,  by  all 
enlightened  nations  as  one  of  the  strongest  factors  in  the 
maintenance  and  furtherance  of  civilization,  has  received 
more  or  less  careful  attention  from  the  law-making  powers, 
and  has  been  conducted  according  to  such  enactments.  These 
enactments  give  a  very  fair  estimate  of  the  moral  and  intel- 
lectual status  of  a  nation.  While  in  nations  reputed  for  in- 
telligence, enterprise,  and  progressive  tendencies,  education 
occupies  a  position  among  the  most  important  affairs  of  the 
state,  in  others,  less  forward,  it  is  still  relegated  to  the  rear, 
and  is  fed  with  the  crumbs  that  fall  from  the  master's  table. 

The  various  commonwealths  of  our  glorious  Union  have 
vied  with  each  other  in  their  endeavors  to  formulate 
school  laws  that  shall  meet  all  the  requirements  of  our  pro- 
gressive age,  and  our  own  fair  state  is  not  far  behind  in  the 
procession. 

There  is  situated  in  Utah  a  Board  of  Education  for  the 
state,  one  for  every  county,  and  one  for  every  city  of  the 
first  and  second  class,  and  to  each  of  these  Boards  is  attached 
a  Superintendent  as  its  agent  and  executive  officer. 

State,  as  well  as  county,  and  city  educational  authorities 
seem  to  have  put  forth  every  effort,  at  least  during  the  last 
few  years,  to  establish  a  system  of  education  in  Utah  that 
should  bring  the  benefits  of  the  common  school  within 
the  reach  of  every  child  of  our  people,  and  these  efforts  have 
been  crowned  in  many  localities  with  unusual  success. 


SCHOOL  AND  FIRESIDE,  71 

The  first  step  toward  the  attainment  of  so  desirable  an  end, 
is  the  .enactment  of  a  school  law,  which  shall  entrust  the 
execution  and  supervision  of  its  provisions  to  a  state  board 
of  education,  and  to  a  superintendent  ot  public  instruction. 

The  various  counties,  cities  of  the  first  and  second  c  ass, 
and  school  districts,  have  their  special  boards  of  education, 
and  with  the  exception  of  the  last,  each  has  its  own  superin- 
tendent, assisted  by  a  County  Board  of  Examiners.  The 
impression  prevails  yet  among  many,  that  this,  with  the 
necessary  financial  support,  is  all  that  is  required  to  set  the 
educational  machine  in  motion  and  turn  out  the  desired  pro- 
ducts. But  as  the  whitewasher  said  with  a  sigh,  when  he 
saw  some  one  else  whitewashing  a  fence:  "There  is  painting 
and  painting,"  so  there  are  school  authorities  and  school 
authorities.  Experience  has  demonstrated  the  fact, that  many 
of  these  boards  and  appointees  have  proved  too  often  an 
obstacle  rather  than  a  help  in  the  cause  of  education. 

The  requisite  characteristics  for  an  occupant  of  such  offices 
should  be  devotion  to  the  cause  of  education,  sufficient  in- 
telligence to  comprehend  the  progressive  tendency  of  educa- 
tion, a  conservative  disposition  to  hold  the  balance  between 
the  impetuosity  of  the  educators  and  the  parsimonious  ten- 
dencies of  the  communities,  and  a  reputation  for  integrity 
and  purity  of  character  that  bestows  upon  any  man  a  moral 
authority  independent  of  his  official  position. 

The  advantage  of  having  at  least  one  lady  member  in  every 
board  of  education,  whether  of  state,  county,  district,  or  city, 
has  not  been  as  generally  recognized  thus  far,  as  the  nature 
of  the  case  demands.  One-half  of  the  school  population  is 
of  the  female  sex,  as  regards  teachers  as  well  as  pupils.  This 
one-half  should  be  represented  in  the  various  school  boards 
as  a  matter  of  equity,  in  the  first  place.  But  there  is  a  more 
serious  reason  even  for  this  suggestion.  Although  the  wants 
of  female  education  have  received  generous  recognition  in 


72  SCHOOL  AND  FIRESIDE. 

many  respects,  yet  whatever  has  been  done  toward  it,  has 
been  accomplished  by  the  devotion,  intelligence,  arid  perse- 
verance of  noble  women,  wresting  it  piecemeal  from  the  law- 
making  power,  or  from  other  influential  agencies.  Women 
should  have  a  direct  vote  in  the  management  and  govern- 
ment of  educational  affairs. 

The  Superintendents  of  Public  Instruction,  county  and 
city  superintendents,  and  supervising  officers  of  special  school 
districts,  should  invariably  be  professional  teachers  of  long 
experience.  These  responsible  positions  have  often  been 
filled  by  persons  with  no  more  capacity  for  comprehending 
the  nature  of  school  work,  than  a  blacksmith  has  for  paint- 
ing the  picture  of  a  Madonna. 

CHURCH. 

(See  Organizations.  Chapter  III,  Our  Church  School 
System — Authorities. ) 

MODES    OF    ELECTION    OR    APPOINTMENT. 

The  work  of  school  authorities  in  Utah  has  been,  hereto- 
fore, imperfectly  understood.  Only  in  recent  years  has  a 
comprehension  of  the  great  responsibility  dawned  upon  the 
majority  of  occupants  of  such  positions.  It  would  be  unjust 
to  lay  the  blame  for  the  incompetency  or  indifference  mani- 
fested in  days  past,  entirely  upon  the  shoulders  of  those 
respective  officers,  as  many  of  them  were,  notwithstanding 
their  pronounced  failures  in  office,  men  of  integrity.  The 
fault  was  with  the  people  or  the  appointing  powers,  which 
put  men  into  offices  for  which  they  were  not  qualified. 

In  the  days  when,  here  and  there,  "schools  were  kept 
before  there  were  any  schools,"  as  one  of  those  old  timers 
put  it  within  the  author's  hearing, — men  were  chosen  as 
school  trustees,  for  instance,  because  they  had  nothing  else 
to  do.  Others  more  capable  for  the  place,  considered  their 
time  too  valuable  thus  to  waste  it  upon  school  affairs  that 


SCHOOL  ASD  FIRESIDE.  73 

were  not  of  much  account  anyway.  School  meetings,  there- 
fore, were  frequently  attended  by  not  more  than  half  a  dozen 
citizens  or  so,  that  just  happened  to  drop  in. 

All  this  primitive  condition  of  things  which  is  character- 
istic of  the  pioneer  period  of  every  newly  settled  country,  has 
been  replaced  by  a  desire  to  overtake,  in  the  educational 
progress,  States  that  could  build  upon  foundations  laid  by 
preceding  generations;  States  that  have  the  support  of  a 
larger  population,  and,  consequently,  greater  financial  facil- 
ities than  our  comparatively  isolated  location  has  hitherto 
been  able  to  afford  us. 

These  efforts,  made  in  the  face  of  almost  insurmountable 
obstacles,  have  been  to  the  everlasting  credit  of  the  people 
in  these  valleys  of  the  mountains,  and  at  last,  though  re- 
luctantly, the  outside  world  is  withdrawing  the  charge,  that 
the  Mormon  people  are  opposed  to  education. 

But  with  the  change  in  our  political  condition,  commonly 
designated  as  "the  division  upon  party  lines,"  there  has 
arisen  a  danger  to  the  welfare  of  our  schools  far  more  threat- 
ening than  all  the  miserable  features  of  our  past  educational 
stages  put  together.  I  refer  to  the  introduction  of  politics 
into  the  management  of  our  educational  system. 

Politics  is  a  curse  in  educational  matters.  Any  principle, 
good  or  bad,  leads  ultimately  to  results  by  which  it  is  bound 
to  stand  or  fall,  independently  of  temporary  success  or  fail- 
ure. A  State  Board  of  Education,  or  a  Superintendent  of 
Public  Instruction,  is  to  be  chosen.  The  former,  let  us  say, 
is  appointed  by  the  Legislature,  the  latter  elected  by  the 
people.  If,  unfortunately,  a  partisan  feeling  should  prevail 
in  the  election  of  these  officers,  they  would  consider  them- 
selves bound  to  use  the  influence  of  their  offices  in  the  interest 
of  their  party,  as  regards  persons  and  measures,  wherever 
possible  or  convenient.  Subordinate  school  authorities 
would  follow  the  example  and  teachers  would  be  engaged 


74  SCHOOL  AND  FIRESIDE. 

or  dismissed,  not  so  much  on  account  of  their  merits  or 
demerits  as  in  consideration  of  their  party  proclivities. 
It  may  happen  then  that  officers  or  teachers  of  long  experi- 
ence and  fruitful  services  may  find  themselves  set  adrift  to 
make  room  for  successful  partisans,  men  to  whom  the  party 
owes  a  compensation  for  campaign  work,  regardless  of  their 
educational  fitness. 

Not  to  be, exposed  to  the  vicissitudes  of  political  chicanery, 
some  officers  and  teachers  may  perhaps  play  the  role  of 
political  weather-cocks  and  change  their  coats  to  the  fashion 
of  the  times,  and  if  such  stultification  becomes  necessary  in 
order  to  hold  positions,  the  better  class  of  teachers  will  seek 
situations  and  careers  more  worthy  of  their  manhood  and 
honest  convictions.  In  the  latter  case,  the  schools  would  be 
deprived  of  the  noblest  element  of  vitality  and  progress. 

And  yet,  bad  as  it  is,  this  would  not  be  the  worst  feature 
of  political  interference  with  education.  Such  interference 
would  cast  its  blight  upon  the  pupils  also.  It  would  destroy 
confidence  in  the  stability,  justice,  and  wisdom  of  the  school 
system.  It  would  make  scholars  personally  interested  in  the 
political  changes  likely  to  affect  their  teachers,  and  introduce 
that  feverish  excitement  into  the  school  which  is  so  destruc- 
tive to  all  study  an  discipline. 

Our  schools  would  soon  become  political  hotbeds,  not  only 
during  election  times,  but  all  the  year  round;  for  many 
teachers  would  be  trying  to  make  propaganda  for  their  own 
political  party,  incited  primarily,  perhaps,  by  the  instinct  of 
self-preservation.  Dissentions  among  teachers  and  between 
teachers  and  students  would  ensue,  and  the  filthy  stream  of 
party  politics  would  pollute  the  sanctity  of  the  school  room, 
unprotected  as  it  would  be,  by  that  natural  affection  which 
the  family  at  the  fireside  enjoys. 

Devoted  and  trustworthy  teachers  are  not  found  fighting 
in  the  political  arena;  for  no  teacher  can  do  that  without 


SCHOOL  AND  FIRESIDE.  75 

robbing  his  calling,  and  losing  the  sacred  character  ot 
neutrality,  which  should  characterize  the  faithful  moulder  of 
-youthful  minds.  For  this  reason,  once  more  let  me  say, 
politics  are  a  curse  in  educational  affairs,  even  if  they  con- 
taminate only  a  member  of  some  board  of  education,  some 
superintendent,  or  some  teacher.  In  all  cases  there  is  danger 
that  the  contagion  will  finally  reach  the  school  and  the  child- 
ren, and  spoil  the  work. 


CHAPTER  III. 


TEACHERS. 

As  EDUCATION  had  to  meet  the  increasing  complexity  of 
civilized  society  and  its  necessities  by  the  introduction  of 
new  features,  laws  were  enacted  to  regulate  its  operations, 
authorities  of  various  grades  and  functions  were  appointed  to 
superintend  it,  financial  matters  were  adopted  to  support  it, 
and  buildings  upon  improved  scientific  plans  were  erected  and 
supplied  with  all  the  appurtenances  of  scholastic  requirements. 
These  evidences  of  the  appreciation  in  which  education  is  now 
held  among  the  people,  are,  however,  only  the  machinery  of 
the  work,  the  moving  power  behind  it  all  being  the  teachers. 
This  power  may  be  feeble  or  strong,  fluctuating  or  steady, 
intermittent  or  permanent.  Upon  these  conditions  depends 
in  a  great  measure  the  success  of  the  whole. 

QUALIFICATIONS. 

Teachers  must  possess  qualifications  fitting  them  for  their 
onerous  yet  delicate  and  responsible  labors;  qualification? 
that  ought  to  blend  so  harmoniously  as  to  make  it  clear  to 
every  observer  that  they,  like  artists,  may  be  born,  but  can- 
not be  made.  The  endowments  for  their  calling  are  natural. 


76  SCHOOL  AND  FIRESIDE. 

They  can  not  be  implanted,  but  may   be  cultivated  and   im- 
proved. 

PJiysical  Qualifications. 

A  seafaring  man  may  be  ever  so  skillful  a  sailor,  but  if  his 
ship  is  leaky,  he  is  in  danger  of  foundering  in  mid-ocean  at 
any  time,  notwithstanding  his  excellent  seamanship.  This 
is  precisely  the  case  with  many  able  teachers  who  have 
acquired  knowledge  and  practice  in  their  profession  at  the 
expense  of  their  physical  constitution;  teachers  who  perhaps 
have  been  regardless  of  the  kind  of  educational  work  for 
which  their  sex  best  fitted  them.  In  either  case  disappoint- 
ment, enfeebled  health,  or  premature  death,  cut  short  their 
educational  career. 

Sex. — There  is  a  mental  as  well  as  a  bodily  distinction 
between  the  sexes.  The  greatest  amount  of  benefit  can  be 
realized  only  when  these  distinctions  are  taken  cognizance 
of.  Experience  has  demonstrated  that,  all  other  things  be- 
ing equal,  lady  teachers  will  be  far  more  successful  in  kinder- 
gartens and  in  primary  grades  than  male  teachers.  The 
motherly  instinct  inherent  in  any  true  woman  enables  her  to 
enter  intuitively  into  the  feelings,  capacities,  and  wants  of  a 
child,  far  more  readily  than  can  a  man,  whatever  be  his  pro- 
fessional skill.  This  natural  disposition  of  women  may  de- 
generate into  over-indulgence,  which  is  a  sign  of  weakness 
of  character;  or  it  may  be  supplanted  by  the  assumption  on 
her  part,  of  an  austerity  which  is  the  opposite  of  true  fem- 
ininity. 

Girls  should  never  be  left  without  the  guiding  influence  of 
lady  teachers  throughout  all  the  stages  of  scholastic  educa- 
tion. Boys,  for  similar  reasons,  prefer,  and  should  have  a 
male  teacher  as  they  advance  in  age  and  intellectuality.  In 
the  middle  grades,  or  within  the  so-called  eight  grades  of 
our  school  system,  male  and  female  teachers  may  labor  with 
equal  benefit  to  the  pupils,  although  here  in  the  upper 


SCHOOL  AND  FIRESIDE.  77 

branches,    the    need   of  male   teachers   begins  to  make  itself 
felt. 

In  the  higher  educational  grades,  as  for  instance,  high 
schools,  colleges,  academies,  and  universities,  male  teachers 
are  preferable,  except  lady  seminaries,  boarding  schools,  and 
similar  institutions,  where  lady  teachers  must  of  a  necessity 
have  the  controlling  influence.  It  is  rarely  the  case  that  lady 
teachers  in  these  higher  branches  of  scholastic  pursuits  attain 
proficiency  without  losing  much  of  that  gentleness  and 
genuine  femininity  which  is  so  bright  a  star  in  the  diadem  of 
true  womanhood. 

Age.  —  "A  teacher  never  grows  old,"  is  a  saying  whose 
meaning  in  a  figurative  sense  is  true  enough,  inasmuch  as 
his  constant  intercourse  with  the  young  has  a  tendency  to 
preserve  his  buoyancy  of  spirits  much  longer  than  would  be 
the  case  in  some  other  vocation.  Nature,  however,  has 
limits  -beyond  which  the  accustomed  energies  of  mind  and 
body  begin  to  fail,  and  retirement  from  active  work  in  the 
school  room  becomes  imperative.  In  colleges  and  universi- 
ties, professors  may  continue  much  longer  in  their  specialties 
as,  in  their  case,  the  subjectivity  of  the  teacher  is  secondary 
to  the  objectivity  of  the  lecture. 

A  great  mistake  is  often  made  by  engaging  teachers  ot 
immature  age,  that  is  an  age  below  the  eighteenth  or 
twentieth  year.  It  is  not  the  only  objection  that  such  young 
persons  rarely  possess  the  requisite  scholastic  efficiency,  nor 
that  they  have  failed  to  acquire,  as  yet,  that  degree  of  discern 
ment  and  self-control  so  indispensible  to  teaching.  These 
are  deficiencies  that  cannot  fail  to  impress  themselves  in  a 
detrimental  manner  upon  pupils.  But  aside  from  these  evils, 
premature  entrance  into  the  educational  field  interferes  most 
disastrously  with  the  health  of  the  young  aspirant,  inasmuch 
as  it  takes  place  at  a  period  of  life  when  nature  can  ill 
afford  to  have  so  large  a  portion  of  her  energies  deflected 


78  SCHOOL  AND  FIRESIDE. 

from  the  work  of  maturing-  the  physical  organization.  Too 
many  bright  and  promising  young  people  have  by  this  course 
contracted  ailments  that  either  obliged  them  to  quit  the  pro- 
fession entirely,  or  that  planted  in  their  systems  the  germ  of 
early  death. 

The  average  period  of  a  teacher's  active  work  in  the  school 
room  ought  to  be  about  forty  years,  that  is  from  his  twentieth 
to  his  sixtieth  year,  after  which  time  his  experience  should 
entitle  him  to  the  more  suitable  labors  of  Superintendent  or 
Principal,  or  at  a  more  advanced  age  to  a  well  earned,  honored, 
and  comfortable  rest. 

Condition  and  Health. — It  is  not  absolutely  necessary  that 
every  teacher  should  be  an  Adonis  or  a  Hebe  as  regards 
beauty,  but  it  is  certainly  essential  that  he  or  she  be  no 
cripple.  There  have  been  teachers  that  were  able  by  their 
great  qualities  of  head  and  heart  to  make  pupils  overlook 
their  physical  infirmities,  but  such  cases  are  of  so  exceptional 
a  character,  that  it  would  not  be  safe,  as  a  rule,  for  school 
authorities  to  run  the  risk  ot  engaging  teachers  thus  afflicted. 

Every  teacher  should  be  sure  that  respiratory,  digestive, 
and  nervous  system  be  in  a  normal  condition,  and  take  care 
to  keep  ic  so.  Consumptive,  dispeptic,  and  over-nervous 
people  should  keep  away  from  the  school  room.  A  teacher's 
eyesight  and  hearing  should  not  be  impaired  to  such  a  degree 
as  to  prevent  him  from  noticing  everything  of  a  disciplinary 
nature  that  may  require  his  attention. 

The  modulation  of  the  voice  according  to  the  strength  of 
the  vocal  organs,  the  accoustic  properties  of  the  school  room, 
and  the  kind  and  duration  of  the  work  before  him,  are  points 
which  nature  often  calls  attention  to  by  sounding  the  alarm- 
bell  in  the  form  of  hoarseness,  pain  in  the  throat  or  chest, 
unusual  fatigue  at  closing  exercises.  Headaches,  loss  of 
sleep,  and  impaired  appetite  are  reminders,  ordinarily,  of  bad 
ventilation.  The  ever-present  danger  of  contracting  consum- 


SCHOOL  AND  FIRESIDE.  79 

ption,  that  teacher's  dreaded  disease,  enjoins  emphatically 
the  duty  of  observing  conscientiously  in  his  own  daily 
habits,  those  hygienic  laws  which  he  is  expected  to  teach  his 
pupils. 

Mental  Qualifications. 

The  diversity  of  capacities  and  dispositions  among  pupils, 
the  variety  of  exercises,  the  everchanging  and  often  unex- 
pected incidents  of  school  life,  place  before  every  teacher, 
tasks  which  require  a  constant  presence  of  mind,  untiring 
versatility,  an  inexhaustible  fund  of  information,  and  the 
patience  of  Job.  To  meet  these  requirements,  a  teacher  is 
expected  to  possess 

General 'Information. — The  school  is  a  step  preparatory 
for  practical  life.  Success  in  life  can  be  achieved  only  by 
knowledge  and  control  of  all  the  forces  that  bear  upon  one's 
sphere  ol  action.  The  teacher,  therefore,  as  one  who  pre- 
pares pupils  for  life,  must  aim  to  develop  them  in  both  these 
directions,  that  is,  he  must  furnish  the  minds  of  his  pupils 
with  requisite  information,  and  create  in  them  power.  To  do 
tiiis  well  he  has  to  put  himself  in  possession  of  mental  resources 
that  will  enable  him  to  meet  every  emergency  of  school  life. 
For  instance,  the  newspapers  of  the  day  furnish  his  pupils  with 
endless  material  for  interrogations  in  regard  to  persons  of 
note,  politics,  war,  science,  literature,  art,  mechanism,  arid 
kindred  subjects;  there  are  historical  incidents  to  be  explained, 
inventions  to  be  described,  geographical  items  to  be  illustra- 
ted, philosophical  propositions  to  be  expounded,  marginal 
remarks  to  be  given  on  the  subjects  contained  in  text  and 
reference  books,  and  incidental  questions  to  be  answered 
that  pupils  may  bring  from  home. 

Then,  too,  the  teacher  may  be  called  upon  to  hold  his  own 
in  some  intellectual  company,  where  the  conversation  turns 
upon  the  leading  topics  of  the  day.  No  teacher  can  afford 
to  be  less  than  a  well  informed  lady  or  gentleman  in  the  true 


80  SCHOOL  AND  FIRESIDE. 

sense  of  the  term;  for  any  deficiency  in  the  stock  of  general 
information  which  every  lady  or  gentleman  of  standing  is  ex- 
pected to  have  at  command,  would  detract  from  his  or  her 
influence  and  reputation  not  only  in  society  but  also  in 
school. 

Special  Information. — Among  or  along  side  of  the  branches 
of  study  which  constitute  a  teacher's  curriculum,  and  in 
which  he  is  expected  to  have  acquired  a  certain  degree  of 
proficiency,  there  should  be  at  least  one  that  stands  out 
prominently  as  his  favorite  study.  This  need  not  be  one 
having  direct  bearing  upon  his  school  work  at  all.  It  may 
be  literary,  scientific,  artistic,  or  mechanical,  but  there  should 
be  one.  In  the  pursuit  of  that  favorite  study,  the  mind 
draws  inspiration  for  renewed  energies  in  the  routine  of  the 
daily  duties,  which,  without  such  a  stimulus,  might  easily 
become  drudgery.  By  it,  the  mind  plants  its  foremost  stake 
on  the  line  of  intellectual  progress,  and  in  it  finds  solace  and 
recompense  for  "the  spurns  that  patient  merit  from  the  un- 
worthy takes. " 

When,  however,  the  pursuit  of  such  a  favorite  study  en- 
croaches upon  the  legitimate  work  of  the  school;  when  it 
absorbs  the  attention  of  the  teacher  so  as  to  cause  him  to 
neglect  his  preparations;  when  his  mind  becomes  so  engrossed 
with  it  that  he  harps  upon  it  constantly  before  his  pupils, 
and  interpolates  remarks  concerning  it  in  his  regular  class 
work,  then  it  has  degenerated  into  a  hobby,  becomes  a 
nuisance,  and  exposes  him  to  ridicule,  disgust,  and  censure. 

The  habit  of  many  teachers  of  having  in  all  recitations 
their  text  books  constantly  before  them,  and  of  following 
them  mechanically,  line  after  line,  is  most  reprehensible  as 
it  prevents  the  pupils  from  bestowing  upon  the  teacher  that 
confidence  for  superiority  of  knowledge  without  which  all 
teaching  becomes  a  mere  trifling  with  time.  A  faithful 
teacher  prepares  himself  for  his  lessons  in  respect  of  the  sub- 


SCHOOL  AND  FIRESIDE.  8 1 

ject  matter  as  well  as  of  the  best  method  of  handling  it. 
Even  if  he  has  treated  the  subject  several  times  before,  he 
looks  over  the  ground  again,  that  new  points  may  present 
themselves  for  the  benefit  of  his  class.  Therein  lies  the  secret 
of  the  success  of  many  teachers.  Experience  can  not  be 
obtained  in  any  other  way.  A  teacher's  own  notes  and  mode 
of  expression  are  preferable  to  the  repetition  or  reading  of 
the  words  of  any  text  book.  Text  books  ought  to  be  re- 
garded only  as  sign  posts  that  show  the  way  along  which 
the  teacher  is  expected  to  lead  his  pupils. 

Practical  Ability. — Practical  is  often  confounded  with 
natural  ability.  While  the  latter  is  an  inborn  disposition, 
capacity,  or  inclination  for  certain  spheres  of  thought,  and 
may  remain  dormant  for  want  of  opportunity  to  develop,  or 
become  perverted  for  want  of  proper  training,  the  former 
can  be  obtained  only  by  hard  work.  Wherever  we  find  a 
successful  and  experienced  teacher,  we  have  before  us  one 
who  has  gained  his  success  by  hard  work  and  perseverance. 
No  success  in  life  was  ever  gained  in  any  other  way,  for, 
"There  is  no  royal  road  to  excellence,"  as  the  proverb  has 
it.  I  can  not  forbear,  on  this  occasion,  to  remember  with 
feelings  of  affection  and  admiration,  the  great  number  of  my 
beloved  students  of  old  in  the  Brigham  Young  Academy,  who 
by  this  very  course  have  already  attained  distinction  in  the 
church,  in  the  educational  field,  in  legal  or  medical  profes- 
sions, in  literature,  in  commercial  pursuits,  and  in  the  less 
ostentatious  but  not  less  important  obligations  of  the  family 
circle. 

Modes  of  Examining  and  Ascertaining  Efficiency. — Teach- 
ing has  its  principles,  laws,  rules,  modes  of  operation,  and 
technicalities,  the  same  as  every  other  profession.  There  is 
a  wide  difference  between  the  understanding  of  a  subject  and 
the  capacity  to  teach  it.  There  are  amateurs  and  profes- 
sionals in  science,  art,  literature,  mechanical  pursuits,  and 
in  fact  in  every  vocation  and  sphere  of  human  activity. 


82  SCHOOL  AND  FIRESIDE. 

But  the  work  of  an  amateur  can  be  distinguished  at  a 
moment's  glance  from  the  work  of  a  professional,  as  fur  in- 
stance, in  painting,  where  the  violation  of  the  laws  of  per- 
spective or  the  harmony  of  colors  at  once  betrays  the  novice. 
There  are  also  amateur  teachers.  Many  people  entertain  the 
idea  that  they  could  as  readily  teach  a  school,  or  at  least  tell 
how  to  do  it,  as  they  could  inform  an  editor  how  to  conduct 
his  newspaper  to  better  advantage.  An  amateur  teacher's 
work  can  be  recognized  in  a  few  moments. 

Since  the  establishment  of  Normal  schools,  however,  the 
people  have  commenced  to  appreciate  the  value  of  well 
trained  teachers,  and  are  solicitous  of  securing  their  services. 
For  this  purpose,  boards  of  examination  have  been  estab- 
lished in  order  to  ascertain  the  efficiency  and  qualifications 
of  candidates  for  the  office  of  teacher.  As  in  the  case  of 
physicians,  these  qualifications  are  of  two  kinds,  viz:  theo- 
retical and  practical.  Both  are  essential  and  inseparable. 
In  regard  to  the  former,  the  certificates  or  diplomas  of 
graduates  from  Normal  schools  may  give  the  board  some 
general  idea  of  the  fitness  of  the  candidate;  which  conception 
they  generally  endeavor  to  make  clearer  by  an  examination 
conducted  according  to  certain  sets  of  questions  or  proposi- 
tions. The  full  bearing  of  these  questions  is  often  unknown 
to  many  examiners  themselves,  and  consequently  the  criti- 
cisms made  upon  the  answers  are  very  frequently  subject  to 
just  protests.  Such  examinations  do  not,  therefore,  always 
constitute  a  just  criterion  of  a  teacher's  efficiency.  There 
have  been  teachers  with  first  class  certificates  or  diplomas, 
well  versed  in  all  the  branches  in  which  they  were  examined, 
who  proved  utter  failures  in  the  school  room,  through  the 
lack  of  those  disciplinary  qualifications  which  constitute  the 
practical  part  of  teaching;  while  others,  not  so  brilliant  perhaps 
in  their  attainments,  proved  to  have  the  very  soul  of  the  art 
of  teaching  within  them,  and  raised  their  school  to  a  high 
degree  of  efficiency. 


SCHOOL  AND  FIRESIDE.  83 

The  first  requisite  for  a  successful  examination  is  to  be 
found  in  the  fact  that  the  teacher  has  so  trained  himself,  by 
a  long  series  of  self-examinations,  both  in  theory  and  in 
practice,  as  to  make  it  impossible  for  any  examiner  ever  to 
be  so  exacting  toward  him  in  justice,  as  the  teacher  has  been 
with  himself. 

The  next  point  for  every  teacher  is  to  ascertain  which 
grade  and  what  kind  of  work  he  is  best  adapted  for  by  nature. 
While  some  teachers  would  make  a  grand  success  in  one 
grade  or  in  a  certain  line  of  teaching,  they  would,  fall  short 
or  prove  failures  in  another.  One  grade  in  the  educational 
scale  is  as  essential  as  another.  Your  place  once  ascertained, 
study  for  it,  work  for  it,  devote  yourself  to  it,  and  all  exam- 
inations concerning  it  will  become  to  you  a  mere  formality. 
Whether  you  have  chosen  the  primary,  the  kindergarten, 
the  intermediate,  or  some  specialties  in  the  high  school  or 
the  collegiate  grade, — should  make  no  difference  in  the  ardor 
with  which  you  apply  yourself,  all  are  equally  honorable,  and 
deserving  ot  your  best  effort. 

The  prevailing  modes  of  examination  of  teachers  are  open 
to  several  objections  and  should  be  modified  and  improved 
as  the  conditions  of  the  people  improve  and  the  spirit  of  the 
age  advances.  Thus  the  need  for  the  annual  recurrence  of 
examinations,  if  such  need  there  be,  is  unworthy  of  the  pro- 
fession; and  if  it  be  needful  for  the  few,  it  is  certainly  an  un- 
necessary annoyance  for  the  many.  Teachers  that,  after  one 
year's  labor  in  the  school  room,  can  not  satisfactorily  pass 
another  examination  granting  them  lite  certificates  for  their 
respective  grades,  ought  to  withdraw  from  the  profession. 
Such  examination  should,  however,  take  into  serious  con- 
sideration, the  work  done  during  the  probationary  year;  for 
the  results  of  such  practical  work  is  equal  to  any  theo- 
retical knowledge  the  teacher  may  have  as  exhibiting  his 
fitness  to  teach,  and  should,  therefore,  constitute  one-half 


84  SCHOOL  AND  FIRESIDE. 

of  the   consideration   for   the   final  decision  of  the  examining 
board. 

MORAL    QUALIFICATIONS. 

The  tendency  of  our  public  school  system  toward  the 
almost  exclusive  development  of  intellectuality  and  technical 
skill  is  observable  also  in  the  manner  of  selection  of  teachers. 
As  long  as  no  public  offenses  against  morality  are  chargeable 
against  a  teacher,  only  his  professional  qualifications  are,  in 
the  most  instances,  matters  ol  concern  to  the  examining 
board.  It  is  a  different  matter  with  the  teacher  himself. 
No  professional  ability  will  secure  him  permanency  in  his 
position  if  his  mental  qualities  are  not  supported  by  a  strictly 
moral  character.  Pupils  weigh  their  teachers  in  the  infallible 
scale  of  natural  intuition,  and  size  them  up  very  correctly  as 
a  general  thing.  This  necessitates  much  self-investigation 
on  the  part  of  the  teacher,  that  he  may  not  only  seem  to  be, 
but  actually  be,  what  he  desires  his  pupils  to  regard  him. 

In  Regard  to  Self. — A  teacher  is  not  only  a  lesson-giver 
but  a  trainer,  and  as  such  ought  himself  to  possess  those 
qualities  of  character  which  it  his  duty  to  develop  in  his 
pupils.  To  make  this  possible  he  must,  like  the  artist,  have 
an  ideal.  This  ideal  is  his  better  self,  which,  in  order  to 
approach  nearer  and  nearer  the  real,  must  become  the  mov- 
ing principle  of  his  whole  life.  He  can  never  reach  it  in  this 
stage  of  mortality,  but  still  he  must  steer  toward  it.  The 
mariner  is  guided  by  the  stars  of  heaven,  although  he  does 
not  get  there  with  his  ship. 

Self-control  and  self-denial  in  discipline  are  qualities  with- 
out which  no  teacher  can  ever  hope  to  be  more  than  a  mere 
"master  of  the  school," — one  that  may  have  the  power  of 
saying:  "Go,  and  do  that  or  take  the  consequences;1'  but  he 
will  never  become  a  teacher  in  the  noblest  sense  of  the  term, 
— one  whose  whole  character  says  with  irresistible  eloquence 
to  the  hearts  of  his  pupils:  "Come,  and  follow  me." 


SCHOOL  AND  FIRESIDE.  85 

In  Regard  to  Pupils. — Mutual  confidence  and  affection 
between  teacher  and  pupil,  is  like  the  genial  climate  of  some 
heaven-favored  land,  where  vegetation  yields  an  abundant 
harvest  as  a  reward  for  the  labors  of  the  husbandman.  A 
teacher  ought  to  carry  within  himself  the  elements  for  these 
conditions.  He  must  love  his  work  and  his  pupils.  As 
nothing  can  grow  without  sunlight,  so  nothing  can  prosper 
in  school  or  fireside  without  love.  Teaching  only  for  the  sake 
of  the  pay  that  is  in  it,  characterizes  the  hireling.  The  true 
shepherd  has  something  higher  to  work  for,  something  that 
will  come  to  him  "after  many  days."  Knowing  that  he  can 
not  expect  to  reap  what  he  has  not  sown,  he  brings  confidence 
and  affection  with  him  into  the  school  room,  sowing  them 
carefully  and  cautiously  into  well  drilled  soil,  waters  the 
choice  plants,  carefully  weeds  them,  and  is  rewarded  by  see- 
ing them  gradually  grow,  grow  tall  and  vigorous  and  fruitful 
all  around  him.  Those  principles  of  honor,  truth,  integrity, 
and  virtue  which  animate  his  own  whole  being,  he  illustrates 
to  his  pupils  with  such  a  spirit  as  convinces  the  young  hearts 
of  the  genuiness  of  his  convictions,  and  causes  them  to  feel 
the  warmth  of  the  fire  burning  within  him. 

Reproving  students  for  want  of  punctuality  when  he  him- 
self happens  to  be  late  occasionally,  or  of  disorder  at  their 
desks  or  on  their  books  and  utensils,  when  his  own  desk  and 
things  are  in  no  better  condition;  reminding  the  children  of 
the  necessity  of  cleanliness,  when  the  teacher  himself  appears 
in  the  school  room  uncombed,  clothes  torn  or  untidy,  shoes 
dirty,  and  his  whole  appearance  slovenly;  admonishing  them 
to  observe  good  manners,  when  he  himself  violates  before 
the  children  the  principles  that  regulate  the  conduct  of 
every  true  gentlemen — are  inconsistencies  often  found  in 
schools  and  are  not  only  detrimental  to  the  teacher's  influence 
and  usefulness,  but  prove  also  injurious  to  the  rising  genera- 
tion. 


86  SCHOOL   AM)  MHKSIDK. 


In  AV  <,'-.//•</  f(>  /\irt'tifs  and  Authorities.-  Kxperience  has 
shown  ilj.it  frequently  faithful  and  otherwise  efficient  teachers 
fail  to  gain  the  sympathy  and  support  of  school  authorities 
and  patrons.  The  explanation  of  this  appaivntly  inconsis- 
tent state  of  a  flairs  is  to  be  sought  outside  the  school  room. 
Sonir  teachers,  it  appears,  are  always  in  hot  water  with 
some  of  the  school  authorities,  either  for  financial  reasons,  or 
on  account  of  some  imagined  or  real  personal  slight,  or  they 
have  become  sensitive  over  some  criticism  that  a  member  of 

the  board  or  the  superintendent  has  ventured  regarding  their 

work.  On  the  other  hand,  teachers  have  been  found  in  the 
same  localities  and  under  similar  conditions  enjoying  the 
fullest  approval  and  support  of  the  authorities  without  any 
sacrifice  of  their  interests  or  dignity. 

It  cannot  be  denied  ihat  the  composition  of  school  author- 
ities is  sometimes  very  heterogeneous,  ou  account  of  the 
mode  of  their  election.  Kspecially  has  this  been  the  case  in 
the  past.  There  have  been  "boards  of  education"  to  whom 
Schiller's  word  would  have-  been  applicable,  when  he  said: 
"With  stupidity  even  the  gods  tight  in  vain."  Hut  those 
days  ate-  past;  and  now  if  some  man  of  that  old  stripe  should 
find  his  way  into  a  school  board,  here  or  there,  it  should  only 
suggest  to  the  teacher  the  necessity  of  practicing  more  than 
ordinary  discretion  and  diplomacy.  If  he  finds  snags  and 
sand-banks,  let  him  learn  to  steer  with  greater  cate  Above 
all,  let  him  not  show  that  petulancy  which  comes  of  being 
too  sensitive.  A  teacher,  like  all  other  public  servants  in 
this  country,  from  the  President  of  the  United  States  to  the 
constable  in  a  country  village,  has  to  stand  the  cross-fire  of 
public  opinion. 

Some  other  dangers,  however,  lurk  alongside  of  the 
teacher's  path,  dangers  that  are  of  a  more  subtle  but  no 
less  injurious  nature,  and  require  all  the  solidity  and  firmness 
of  character  that  the  teacher  may  have  at  his  command.  I 
refer  to  his  intercourse  with  the  parents  ol  his  pupils. 


SCHOOL  .i.v/>  /••/ /*•/•: N //>/<:. 

Financial  difficulties  with  parents.  especially  in  the  nature 
of  obligations,  ought  to  be  avoided  by  tin-  teacher  at  almost 
any  cost,  if  he  value-  his  reputation  aiul  influence  in  the  school 
room. 

To  communicate  with  parents  in  tegard  to  their  children 
forms  one  of  the  essential  feat mvs  of  a  teacher's  mission,  as 
by  it  scholastic  ami  domestic  education  can  arrive  at  a  mutual 
understanding  ami  work  for  a  common  end.  l>ul  this  course 
requires  tact  and  delicacy.  Most  -parents  have  very  sharp 
for  the  faults  of  their  neighbor's  children,  hut  are  com- 
paratively short  sighted  in  regard  to  their  own,  especially  so 
when  such  faults  are  pointed  out  by  some  one  else.  The 
teacher's  reputation  for  impartiality  and  his  tender  concern 
for  the  well  being  of  his  pupils.  ought,  therefore,  to  be  so 
well  established  as  to  procure  for  his  suggestions  this  desired 
consideration  on  the  parents'  part. 

///  AV<;w;v/  to  the  /'///»//>.  There  is  a  great  amount  of  gossip 
going  on.  especially  in  smaller  communities,  and  a  teacher 

that  suffers  himself  to  be  drawn  into  such  a  vortex  by  taking 
sides,  will  rarely  emerge  unscathed.  Let  him  keep  clear  ol 
all  gossip  circles.  Like  mariners  of  old,  he  must  acquire 
the  difficult  feat  of  steering  safelv  between  Scylla  and 
Charybdis.  So  running  carelessly  into  debt  in  the  community 
where  his  lot  is  cast,  will  undermine  his  social  standing  with- 
out which  the  permanency  of  his  position  becomes  exceed 
ingly  questionable. 

One  more  piece  of  fatherly   advice  I  feel  like  i;ivin^  my 

young  fellow-teachers,  whether  male  or  female,  and  this  is 
in  regard  to  love  affairs.  It  is  an  acknowledged  fact  that 
most  young  unmarried  teachers  of  cither  sex  are  generally 
great  favorites  in  the  community,  and  as  such  are  sought 
after  and  overwhelmed  with  invitations.  Many  of  these  in- 
experienced young  people  have  had  cause  to  lament,  when 
too  late,  their  mistake  in  making  themselves  too  cheap  by 


88  SCHOOL  AND  FIRESIDE. 

accepting  every  invitation,  or  being  seen  at  every  public 
entertainment  or  party,  or  playing  the  role  of  a  society  man 
or  woman.  Neither  time  nor  reputation  will  permit  young 
teachers  to  indulge  in  these  extravagances. 

It  is  natural  and  proper  for  young  people  to  fall  in  love 
for  the  purpose  of  getting  married.  But  no  conscientious 
teacher  will  choose  the  opportunities  of  the  school  room  for 
his  conquests,  nor  conduct  his  love  affairs  in  a  manner  that 
will  furnish  choice  morsels  for  the  gossips  of  the  town. 

STANDING    OF    TEACHERS. 

In  the  early  settlement  of  our  people  in  these  mountain 
regions,  when  every  available  hand,  young  and  old,  male  and 
female,  had  to  be  called  into  requisition  for  the  procuring  of 
shelter,  food,  and  clothing,  school  affairs  were  a  matter  of 
secondary  consideration.  Anyone  that  had  a  little  "book- 
learning"  and  could  not  or  would  not  find  some  other  employ- 
ment, was  considered  good  enough  to  "take  up  school"  for  a 
term  or  two.  What  wonder,  then,  that  often  otherwise 
sensible  people  looked  upon  the  school  room  labors  as  mere 
makeshifts,— temporary  means  of  securing  a  living  until  some 
more  substantial  job  could  be  secured.  That  was  the  time 
when  some  of  us  had  to  go  around  with  wheel-barrows  on 
Saturdays  to  collect  our  "fees."  There  were  some  among  us, 
however,  that  toiled  on  with  the  assurance  in  our  hearts 
that  our  labors  and  our  hopes  would  not  be  in  vain.  We 
looked  forward  to  a  time  that  we  could  rather  feel  than 
see  was  coming,  when  we  would  be  able  to  exclaim  like 
Simon  of  old,  "Now  lettest  thou  thy  servant  depart  in  peace." 
Let  not  the  new  generation  of  teachers,  then,  look  with  dis- 
paragement upon  the  labor  of  Utah's  educational  pioneers; 
labors  that  were  performed  with  many  sacrifices,  with  devoted 
fidelity,  and  only  too  often  amidst  suffering  and  pain  of  the 
heart. 


SCHOOL  AND  FIRESIDE.  89 

Grades  of  Teachers. 

As  is  the  work  so  must  be  the  workers,  different  according 
to  the  kind  and  grades  of  teaching.  The  term  higher  and 
lower  grades,  employed  to  signify  a  difference  in  grade,  are 
unfortunate  and  misleading.  They  create  an  unjust  impres- 
sion in  the  popular  mind  as  regards  the  value  and  importance 
of  different  positions. 

The  true  educator,  keeping  in  view  the  whole  educational 
field,  is  at  a  loss  to  decide  which  period  or  stage  of  develop- 
ment most  needs  his  tender  care,  or  to  which  he  should 
assign  the  palm  of  greater  responsibility.  He  can  no  more 
do  this  consistently,  than  a  true  mother  can  make  odious 
distinctions  between  her  older  and  her  younger  children,  or 
than  a  husbandman  can  assign  different  values  to  the  seasons 
from  seed  time  till  harvest. 

The  success  attending  teachers  in  the  primary  and  inter- 
mediate grades,  often  has  a  tendency  to  inspire  them  with  a 
desire  to  qualify  for  teaching  specialties  in  the  academic 
grade.  These  aspirations  are  exceedingly  praiseworthy  on 
general  principles,  but  care  should  be  taken  in  every  instance, 
that  the  aspirant  possesses  the  natural  adaptibility  for  such  a 
course.  Experience  has  demonstrated  the  fact,  that  some 
teachers  while  remarkably  successful  in  one  kind  of  educa- 
tional'work,  fail  in  another,  notwithstanding  their  untiring 
efforts.  The  educational  field  is  too  wide  for  any  one  indi- 
vidual to  become  an  expert  in  every  department  of  it.  Try- 
ing to  be  everything  in  general,  leads  too  often  in  being 
nothing  in  particular.  Every  teacher's  motto  in  regard  to 
such  matters  should  be,  "Know  something  ol  everything,  and 
everything  of  something."  There  is  more  honor  in  success 
as  an  elementary  teacher,  than  in  failure  as  a  professor. 

There  really  are  but  three  grades  of  teachers,  namely:  the 
primary,  the  intermediate,  and  the  academic.  Specialists 
rank  according  to  their  work  with  any  of  these  grades,  al- 


90  SCHOOL  AND  FIRESIDE. 

though  all  teachers  of  the  academic  grade  have  to  be  special- 
ists, more  or  less,  in  consequence  of  the  nature  of  their 
work. 

To  these  last  mentioned  should  belong  exclusively  the 
title  of  "Professor."  Teachers  of  any  other  grade  can  not 
use  this  title  without  laying  themselves  open  to  the  charge 
of  vanity  and  silly  pretention.  There  is  no  more  honorable 
title  in  our  profession  than  that  of  teacher^  and  to  be  re- 
cognized as  such  has  always  been  the  ambition  of  true  edu- 
cators. 

The  grave  mistake  entertained  among  the  people,  and  acted 
upon  by  many  school  authorities,  that  beginners  in  the  pro- 
fession are  good  enough  for  the  primary  grade,  has  done  much 
to  retard  the  progress  of  education  among  us.  The  work  of 
making  the  first  impression  upon  the  child's  mind  in  regard 
to  school  life,  and  of  giving  the  little  one  a  correct  start  in 
observation  and  self-activity,  should  be  entrusted  to  skillful 
hands.  Inexperienced  teachers  may  be  employed  to  far 
better  advantage  as  assistants  until  they  have  gained  some 
practice. 

Much  has  been  done  toward  elevating  the  standing  of 
teachers,  professionally  as  well  as  socially.  Through  the 
medium  of  normal  training,  a  more  efficient  class  of  teachers 
as  a  whole  is  taking  the  field.  Teachers'  Institutes"  bring 
educators  into  wholesome  contact  with  one  another.  Edu- 
cational papers  diffuse  the  best  thought  of  the  world  on  edu- 
cational subjects.  Our  school  system  provides  for  official 
visits  of  Superintendents  and  Principals  to  the  various  grades, 
departments,  and  classes.  All  these  factors  are  elevating  the 
profession.  Then,  too,  the  demands  upon  a  teacher's  mental 
capacities  in  a  general  way,  have  become  so  exacting  and 
multifarious,  that  it  is  next  to  impossible  for  mediocrity  to 
attain  a  recognized  standing  and  hold  it  in  his  respective 
grade  for  any  length  of  time,  and  this  fact  tends  to  encour- 


SCHOOL  ANT)  FIRESIDE.  91 

age    only  the    brightest   minds  to   enter  the    courses  of  our 
normal  colleges. 

Duration  of  Service. 

One  of  tha  evidences  that  our  educational  system  has,  as 
a  whole,  emerged  from  the  primitive  conditions  already 
alluded  to,  is  found  in  the  fluctuating  and  unreliable  mode  of 
teachers'  engagements.  The  prevailing  custom  of  engaging 
teachers  only  for  a  term  or  two,  at  best  for  one  school  year, 
necessitating  reorganization  every  year,  and  making  the 
school  a  matter  of  open  competition,  is  against  the  best  in- 
terests of  education  in  more  than  one  way.  This  procedure 
may  have  to  be  continued  until,  out  of  the  promiscuous  crowd 
of  teachers  that  perambulate  annually  from  school  to  school 
like  strolling  actors,  worthy  and  efficient  material  can  be 
sifted  for  the  purpose  of  establishing  a  permanent  faculty. 

The  way  toward  the  attainment  of  this  "consumation 
devoutly  to  be  wished"  is  clearly  before  us.  Limited  en- 
gagements should  serve  the  purpose  of  probationary  periods. 
Whatever  length  of  time  be  decided  upon,  be  it  one  or  two 
years,  it  should  be  entered  upon  with  the  mutual  understand- 
ing that  if  satisfaction  be  given,  it  is  to  be  followed  by  a 
longer  engagement,  five  years,  for  instance;  and  then  with 
the  same  understanding,  a  permanent  engagement  should  be 
effected  subject  to  termination  only  by  mutual  understand- 
ing or  for  cause. 

This  would  give  efficient  teachers  an  opportunity  not  only 
to  arrange  their  domestic  affairs  with  some  assurance  of  per- 
manency, but  would  also  enable  them  to  build  up  a  control- 
ling influence  in  the  formation  of  the  character  of  the  rising 
generation  in  that  locality.  The  formative  process  of  charac- 
ter-building is  of  necessity  a  slow  one,  requiring  patience, 
foresight,  discernment,  knowledge  of  environments,  and 
mutual  confidence  between  teachers  and  pupils.  This  feature 


92  SCHOOL  AND  FIRESIDE. 

of  educational  work  has  thus  far  been  left  mostly  to  the  home, 
school  authorities  having  taken  it  very  little  into  considera- 
tion. It  now  clamors  for  recognition,  however,  and  will 
continue  unceasingly  to  clamor  until  the  beneficial  effect  of 
greater  permanency  in  teachers'  engagements  be  fully 
realized. 

Remuneration. 

Since  the  demands  of  modern  education  upon  the  teacher's 
formal  as  well  as  incidental  and  general  qualifications  have 
increased  to  an  unprecedented  extent,  the  preparation  for 
the  educational  profession  has  become  correspondingly  more 
difficult,  of  longer  duration,  and  consequently  more  expen- 
sive. Teaching  has  assumed  an  honored  place  among  the 
learned  professions.  Amateur  and  "makeshift''  teachers  are 
being  rapidly  pushed  to  the  wall  and  will  become  an  "extinct 
species."  Many  young  people,  aspiring  to  educational  honors, 
constantly  drop  off  during  the  ordeals  of  normal  training,  and 
only  comparatively  few  reach  triumphantly  the  portal  cf 
graduation. 

It  seems  to  be  ordained  in  the  dispensation  of  Providence, 
that  while  the  pursuit  of  theoretical  studies  during  college 
life  shall  be  stimulated  by  youthful  enthusiasm  casting  its 
roseate  hues  over  the  otherwise  fatiguing  process,  the  merci- 
less censor  of  practical  life  shall,  on  the  other  hand,  cause  all 
fanciful  anticipations  to  shrink  into  insignificance  before  the 
stern  reality.  Every  teacher  has  passed  through  such  an 
experience  to  a  greater  or  less  extent  and  perhaps  remem- 
bers with  sadness  the  cases  of  some  of  his  former  fellow- 
students,  who,  after  having  finished  successfully  their  normal 
course,  succumbed  to  the  trials,  annoyances,  and  dissapoint- 
ments  encountered  at  their  entrance  upon  the  educational 
field,  and,  completely  discouraged,  abandoned  a  profession 
for  which  they  seemed  eminently  qualified.  Thus,  year  after 


SCHOOL  AND  FIRESIDE  93 

year,  talents  are  lost  to  education,  whose  places  are  not 
always  filled  by  their  equals;  and  so  a  large  portion  of  che 
field  has  yet  to  be  "let  out"  and  "farmed  out,"  as  it  were,  to 
such  as  the  schools  would  better  be  without. 

"Why  is  this  thus?" 

The  answer  is:  "It  is  a  question  of  dollars  and  cents." 

Great  credit  is  due,  all  things  considered,  to  the  people  of 
our  State  for  their  efforts  in  working  up  a  system  of  public 
instruction  that  stands  so  high  in  the  educational  scale  of 
our  great  country.  The  educational  provisions  in  the  Con- 
stitution of  the  State  of  Utah,  are  destined  to  rise  still  higher. 
This  remark  refers  chiefly,  however,  to  the  matter  of  school 
buildings,  furniture,  and  other  appropriate  appurtenances, 
and  to  some  extent  to  teachers'  salaries. 

Although  fine,  commodious,  and  well  equipped  school 
houses  are  requisite  for  a  successful  school,  the  teachers,  it 
must  not  be  forgotten,  are  the  soul  of  the  school.  There 
have  been  schools  which,  though  furnished  with  all  the  equip- 
ments of  modem  education,  have  fallen  short  of  the  requisite 
standard.  ,On  the  other  hand,  schools  without  such  advant- 
ages, have  not  only  come  up  to  the  mark,  but  even  surpassed 
it.  The  degree  of  efficiency  of  the  respective  teachers  caused 
all  the  difference. 

In  the  first  case  it  appears  that  the  financial  resources  of 
the  school  district  had  been  exhausted  or  over-drawn  by  the 
erection  of  comparatively  elaborate  school  buildings,  and 
economy  had  to  be  enforced  in  consequence.  The  first  step 
toward  it  was  the  reduction  of  the  teachers'  salaries  to  the 
lowest  possible  figure.  Not  even  the  proprietor  of  a  livery 
stable  would  conduct  his  business  upon  so  ruinous  a  principle. 
How  long  could  he  do  business  if  he  should  try  to  save  the 
expenses  of  splendid  stables  and  magnificent  coaches,  by 
stealing  the  oats  from  his  horses? 

There  is  another   point   connected    with   this   subject  that 


94  SCHOOL  AND  FIRESIDE. 

has  thus  far  escaped  the  consideration  of  school  authorities 
and  the  people,  and  yet  it  involves  a  question  of  fairness  and 
equity  in  reference  to  the  rising  generation.  It  is,  namely, 
the  fact  that  larger  and  consequently  wealthier  communities 
can  secure,  in  the  main,  the  brightest  and  most  efficient 
teachers  by  being  able  to  offer  them  better  terms  This 
leaves  the  children  of  less  favored  localities  at  a  disadvant- 
age. But  as  not  all  able  teachers  can  be  supplied  with  posi- 
tions in  cities,  some  are  obliged  to  shift  about  from  place  to 
place,  trying  to  better  their  condition;  and  this  helps  to  keep 
up  that  fluctuating  condition  which  is  so  detrimental  to  real 
educational  progress. 

The  children  of  one  region  ot  country  are  as  good  as  those 
of  another,  and  equal  education,  like  the  air  we  breathe, 
should  be  accessible  to  all  alike.  I  suggest,  therefore,  that, 
wherever  an  efficient  teacher  has  been  engaged,  and  mutual 
satisfaction  is  the  result,  his  salary  be  raised  proportionately 
to  his  power,  and  according  to  the  length  of  his  service,  say, 
every  five  years.  This  could  be  effected  with  comparatively 
small  efforts  by  allowing  an  additional  annual  stipend  from 
the  district  or  municipality  after  the  first  five  years,  from  the 
county  another  one  after  the  second  five  years,  and  from  the 
State  after  the  third  five  years;  and  all  of  them  be  continued 
until  the  termination  of  the  service,  which  might  be  closed, 
under  given  circumstances,  with  a  life  pension  from  the 
State. 

This  plan  appears  at  first  sight  complex  and  difficult  of 
execution,  but  will  be  found  upon  closer  examination  to  be 
very  simple  and  expedient.  The  cases  of  teachers  entitled 
to  such  stipends  will  always  remain  comparatively  small, 
and  will  decrease  rapidly  as  the  latter  periods  are  reached. 
There  is  also  the  other  advantage  of  a  financial  nature  that,  in 
consideration  of  this  prospective  increase,  the  salaries  of 
teachers  need  not  be  very  high  in  the  beginning.  Trust- 


SCHOOL  AND  FIRESIDE.  95 

worthy  and  efficient  teachers  will  accept  low  salaries  in  the 
start,  if  they  have  the  assurance  of  a  definite  increase  and 
steady  engagement.  This  plan  of  employment  would  thus 
be  a  stimulus  to  teachers  and  a  guarantee  to  the  people,  that 
faithful  service  would  be  rendered. 

As  a  Member  of  the  Profession. 

The  intellectual  and  moral  training,  as  well  as  the  nature 
and  aim  of  his  calling,  have  had  the  tendency  to  create  cer- 
tain characteristics  by  which  a  teacher  may  be  easily  distin- 
guished from  every  other  class  of  people  in  his  general 
appearance  and  way  of  saying  and  doing  things.  His  constant 
intercourse  with  the  young,  while  it  enables  him  generally 
to  retain  the  buoyancy  of  his  feelings  and  intellect  beyond 
the  average  limit  of  mankind,  may  yet  cause  him  to  appear 
occasionally  in  public  as  too  naive  in  his  expressions,  and 
his  proverbial  modesty  is  likely  to  be  taken  for  want  of  firm- 
ness and  moral  courage.  Good  teachers,  you  know,  are  like 
good  school  houses;  they  are  only  to  be  compared  with 
themselves,  and  should  not  be  used  for  anything  else. 

The  habit  of  giving,  in  and  out  of  season,  the  conversation 
a  professional  turn  by  entering  upon  subjects,  which,  how- 
ever interesting  to  the  speaker,  may  be  of  comparatively 
little  interest  to  the  rest  of  the  company,  has  been  charged, 
not  entire!)^  without  reason,  to  the  teacher's  profession.  This 
habit  of  "talking  shop"  is  like^  to  stamp  any  man  as  "a 
bore",  and  to  expose  him  to  ridicule  and  unwelcome  slights. 
Enthusiastic  teachers  will  have  to  guard  themselves  against 
this  unconsciously  growing  habit,  which  is  often  taken  as  a 
sign  of  vanity  or  over-bearing  self-consciousness. 

As  in  all  nature  like  cleaves  to  like,  so  among  teachers 
there  is  a  bond  of  sympathy  which  makes  their  profession,  as 
a  whole,  a  living,  animated,  and  reciprocal  unity.  There  is 
thus  a  commendable  ^'esprit  de  corps"  developing  among  the 


96  SCHOOL  AND  FIRESIDE. 

teachers  of  our  land  which  inspires  them  to  stand  by  one 
another  for  the  sake  of  intellectual  progress,  professional 
advancement,  and  mutual  support. 

For  the  greater  furtherance  of  these  interests  it  would  be 
wise  for  teachers  to  form  associations,  independent  of  the 
already  existing  teachers'  institutes.  Such  organizations 
would  strengthen  the  members  of  the  profession  collectively 
as  well  as  individually.  .  Teachers  in  several  European 
countries  have  for  many  years  already  united  in  forming 
societies  for  the  establishment  of  "pension  funds,"  "widow's 
and  orphan's  funds,"  "sick  funds,"  etc.,  and  have  thereby 
largely  contributed  to  the  greater  appreciation  of  their  pro- 
fession. 

Considering  all  the  requirements,  duties,  and  responsibil- 
ities, connected  with  the  teacher's  profession,  every  candid 
person  will  admit,  that  the  profession,  pecuniarily  at  least, 
is  yet,  in  the  main,  far  behind  a  condition  that  would  be 
commensurate  with  its  merits.  A  true  teacher,  however, 
remains  not  without  his  reward.  Like  that  ancient  sage,  who, 
when  landing  naked  from  a  shipwreck,  exclaimed  to  the 
other  survivors  who  sat  about  lamenting  the  loss  of  their  all: 
"Omnia  mecum!"  meaning  that  he  carried  his  all  within  him- 
self. A  true  teacher  finds  his  chief  reward  in  the  conscious- 
ness of  laboring  for  the  good  of  mankind  and  for  the  glory  of 
God.  He  clings  to  the  divine  promise  given  in>Holy  Writ: 
"Cast  thy  bread  upon  the  waters,  for  thou  shalt  find  it  after 
many  days." 


SCHOOL  AND  FIRESIDE.  97 

CHAPTER  IV. 


CHILDREN. 

IN  ALL  paintings  of  Reubens  there  is  one  central  figure 
to  which  the  eyes  of  all  others  are  directed  and  to  which  the 
perspective  of  the  whole  converges,  so  in  education  with  all 
its  history,  aims,  persons  whom  it  affects,  organizations,  etc., 
there  is  one  part  that  constitutes  the  focus,  as  it  were,  and 
that  is  the  child. 

Child-study  is  the  magic  wand  by  the  touch  of  which  the 
often  apparently  mysterious  and  ever  changing  phenomena 
ol  child  life  can  be  solved,  and  the  lines  of  demarkation  de- 
fined along  and  within  which  these  fluctuations  occur,  so 
that  a  rational  basis  for  the  proper  treatment  of  the  youth 
can  be  established.  The  first  of  these  lines  is 

AGE. 

Each  of  the  three  periods  of  human  life  with  which  educa- 
tion has  mostly  to  deal,  namely,  infancy,  childhood,  and 
adolesence,  presents  such  marked  characteristics  that  parents 
and  teachers  are  obliged  to  take  cognizance  of  them  and  shape 
their  treatment  of  them  accordingly. 

While  helpless  infancy  should  find  in  the  parental  care  its 
most  favorable  opportunities,  childhood  extends  its  little 
sphere  of  activities  beyond  the  fireside  into  the  school  room; 
and  adolesence  is  approaching  the  threshold  of  independent 
responsibilities.  These  stages  of  development  flow,  how- 
ever, imperceptibly  into  one  another  so  that  it  is  not  possible 
to  say  when  one  ends  and  another  begins.  Neither  can 
the  modes  of  treatment  be  regulated  by  any  systematic 
schedule. 


98  SCHOOL  AND  FIRESIDE. 

From  the  moment  of  entrance  into  the  state  of  mortality, 
the  loving  solicitude  of  parents  and  friends  surrounds  the 
child  and  vouchsafes  the  well  being  of  the  little  one,  as  best 
it  can.  This  condition  of  things  has  been  so  ordained  by  an 
allwise  Creator,  and  pervades  all  animate  nature.  Experi- 
ence and  custom  step  in  to  assist  in  the  execution  of  nature's 
promptings,  and  the  first  scenes  in  life's  wonderful  melo- 
drama are  enacted. 

But  experience  and  custom  are  sometimes  very  unsafe 
guides  through  the  labyrinthian  realms  of  child-life,  so  that 
child-study,  the  only  means  whereby  custom  and  experience 
may  be  corrected,  becomes  an  imperative  duty  both  for 
parent  and  teacher.  The  first  step  in  this  really  sublime 
work  is  the  cultivation  ot  a  capacity  to  place  one's  self  in  the 
way  of  feeling  and  thinking  like  a  child.  In  this  way  only 
can  we  enter  into  its  little  life,  see  as  it  sees,  hear  as  it  is 
likely  to  hear,  and  comprehend  its  fancies,  follow  its  reason- 
ings, and  find  out  its  motives.  These  activities  are  continu- 
ally changing,  as  age  advances,  and  body  and  mind  develop, 
but  they  are  never  like  those  of  mature  years.  A  course  of 
education,  whether  in  school  or  at  the  fireside,  which  neglects 
these  cautions  must  be  faulty  in  proportion  to  such  neglect, 
and  will  be  productive  ot  unsatisfactory  results.  The  proper 
study  of  mankind  is  man.  The  proverb  is  as  true  as  it  is 
trite.  Let  us  not  forget,  that  part  of  the  life  of  mankind  is 
infancy. 

Much  has  been  done  by  way  of  reducing  our  knowledge 
concerning  the  treatment  and  care  of  infants  to  sound  prin- 
ciples, principles  by  which  parents,  nurses,  and  all  concerned, 
may  be  guided.  Books,  educational  periodicals,  lectures, 
Normal  training,  Kindergarten  work,  and  various  orders  of 
ladies'  associations,  are  constantly  engaged  in  diffusing  more 
light  upon  this  important  subject.  The  results  of  these  efforts 
are  observable,  in  general,  not  only  in  the  improved  physical 


SCHOOL  ASD  FIRESIDE.  99 

condition  of  infants,  but  also, — and  this  is  especially  due  to 
the  adoption  of  the  kindergarten  methods  in  families — in  the 
mental  development  of  the  little  ones  by  which  the  prepara- 
tion for  the  coming  school  life  is  greatly  facilitated. 

With  the  ages  of  childhood  and  adolesence  the  mental 
faculties  become  more  predominant  and  demand  an  ever-in- 
creasing attention  in  which  the  efforts  of  the  fireside  must  be 
to  a  great  extent  superceded  by  those  of  the  school.  Each 
stage  of  this  development  has  its  own  kind  and  style  of  work, 
of  thought,  and  of  expression,  and  to  select  the  most  appro- 
priate channels  for  these  stages  of  activity,  constitutes  the 
mastership  in  education.  It  matters  not  on  which  round  of 
the  ladder,  in  this  work  an  educator  may  be  stationed,  if  he 
has  the  capacity  to  grasp  the  situation  and  to  operate  in  con- 
formity with  it,  he  demonstrates  his  mastership,  and  the  re- 
sults will  follow  in  logical  sequence. 

Attempts  to  introduce  a  style  of  expression  beyond  the 
age  and  capacity  of  his  pupils  indicates  the  teacher's  vanity 
and  superficiality.  On  the  other  hand,  the  stooping  down 
to  expressions  below  the  intelligence  and  age  of  his  pupils 
exposes  a  teacher  to  their  contempt  and  ridicule.  Selections 
of  work  either  above  or  below  the  age  and  capacity  of  his 
pupils  demonstrates  the  teacher's  lack  of  judgment,  to  say 
the  least. 

SEX. 

The  principle  of  sexuality  pervades  all  nature.  From  the 
positive  and  negative  manifestations  of  electricity  and  mag- 
netism, through  all  the  stages  of  the  plant  and  animal  world, 
to  man,  the  crown  of  creation,  its  scope  of  influence  reaches 
even  beyond  mere  physical  structure  and  functions,  as  it  con- 
ditions the  mental  and  moral  life  as  well.  This  fact  ought 
never  to  be  lost  sight  of  by  philosophers,  politicians,  and, 
least  of  all,  by  educators.  The  educator  finds  himself  con- 


100  SCHOOL  AND  FIRESIDE. 

fronted  by  a  basic  condition  that  demands  recognition  at 
every  step  in  the  progress  of  his  philanthropic  work;  for  a 
neglect  of  nature's  injunction  in  this  regard  would  result  in 
corresponding  failure  or  serious  mischief.  The  difference  of 
the  sexes  in  regard  to  treatment  may  not  be  very  marked  in 
the  stages  of  infancy  while  the  child  is  yet  under  the  sole 
care  of  mother  or  nurse,  but  with  the  entrance  upon  the 
second  period,  the  so-called  childhood,  differences  begin  to 
appear  rapidly  in  dispositions,  inclinations,  and  capacities, 
requiring  an  ever-increasing  attention  on  the  part  of  parents 
and  teachers.  Child-study  has  to  deal  now  not  only  with 
physical  phenomena  and  wants,  but  also  with  the  awakening 
of  the  mind,  which  is  gradually  taking  possession  of  the  organs 
of  the  body  for  independent  use,  and  making  itself  known  at 
once  as  a  male  or  female  mind  by  its  preferences  in  play. 
The  lasting  impressions  and  influences  of  play,  and  conse- 
quently, their  educational  value,  are  too  often  under-estimated 
by  parents. 

The  Creator  gave  to  childhood  imagination  as  a  guardian 
arrgel  by  whose  finger-touch  a  little  stick  with  a  rag  around 
it  is  to  a  girl  transformed  into  a  beautiful  doll,  a  doll  into  a 
living  baby,  and  to  a  boy,  a  broomstick  bestrided  by  his 
little  legs,  becomes  a  horse,  and  to  both,  a  sandpile  is  in- 
stantly changed  into  a  mountain  with  houses,  gardens,  and 
dark  caverns.  This  beautiful  gift  of  God  to  childhood,  should 
be  turned  by  parents  and  teachers  to  the  best  account  for  the 
children's  good. 

Many  attempts  have  been  made  to  assist  imagination  in 
its  irrepressible  promptings  by  the  invention  of  toys  and 
playthings  of  endless  variety.  The  most  of  them  fall  short, 
however,  of  any  educational  value  in  as  much  as  they  can 
appeal  only  to  the  curiosity  of  the  child  for  a  short  time  and 
having  once  satisfied  that,  are  thrown  away  by  the  little  ones 
as  useless.  Anything  that  gives  imagination  a  chance  to  act, 


SCHOOL  AND  FIRESIDE.  IOI 

be  it  only  a  mudpile,  is  preferable  to  the  most  costly  thing, 
which  can  only  be  looked  at  and  nothing  more.  Picture 
books  made  alive  by  some  explanatory  story,  unpainted 
building  blocks  ot  various  sizes  and  forms,  admitting  of  all 
manner  of  combinations,  dolls  with  changes  of  attire,  wooden 
horses,  tools,  and.  in  short,  anything  that  may  give  the  child 
a  chance  to  cultivate  observation  and  self-occupation  is  a 
better  help  in  home  education  than  many  parents  seem  to  be 
aware  of. 

The  most  gratifying  development  thus  far  known  in  this 
part  of  the  educational  work  is  found  in  Froebel's  Kindergar- 
ten system.  Although  it  is  tolerably  certain  that  this  system 
will  be  recognized  by  and  by  as  indispensible  to  school  life, 
it  is  not  yet  within  the  reach  of  every  community.  Endea- 
vors ought  to  be  made,  therefore,  to  get  as  many  of  its  beau- 
tiful points  introduced  into  our  schools  and  homes  as  circum- 
stances may  permit.  Kindergarten  songs,  games,  and  stories 
ought  to  be  domesticated  at  every  fireside  that  is  illuminated 
by  the  presence  of  children.  Teachers  of  our  public  schools 
should  consider  it  part  of  their  work  to  facilitate  the  intro- 
duction of  kindergarten  methods  into  the  homes  of  the  peo- 
ple. Such  a  course  would  be  a  worthy  and  pleasing  pre- 
paratory step  for  the  work  of  the  primary  school,  in  as  much 
as  these  exercises  have  a  tendency  to  cultivate  the  powers  ot 
observation,  memory,  and  self-activity. 

It  will  be  observed  that  from  about  the  sixth  to  the  four- 
teenth or  fifteenth  year,  girls,  all  other  things  being  equal, 
are  readier  in  comprehension,  easier  in  expressing  their  ideas, 
and  clearer  in  appreciation  of  what  is  good  and  beautiful, 
than  boys.  The  animal  spirits  of  the  latter  are  as  yet  out- 
side the  control  of  a  sufficiently  cultivated  will  power,  and 
are,  therefore,  constantly  interfering  with  the  intellectual 
and  moral  development,  thus  preventing  boys  from  keeping 
an  even  pace  with  the  girls. 


102  SCHOOL  AND  FIRESIDE. 

Some  teachers  in  overlooking  this  psychological  fact,  are 
guilty,  ocassionally,  of  grave  injustice  by  giving  undue  credit 
to  female  pupils  to  the  detriment  of  the  male  portion  of 
the  school.  Such  mistakes  not  only  recoil  frequently  upon 
the  teacher  with  painful  effects,  but  may  also  engender  in 
the  hearts  of  his  pupils  undue  vanity  on  the  one  side  and 
discouragement  and  bitterness  on  the  other. 

With  the  approach  of  more  mature  years,  the  intellectual 
and  moral  development  of  each  sex  begins  to  follow  well 
defined  and  distinct  lines,  which,  however  distinct  from  one 
another,  are  yet  parallel  in  such  a  manner  as  to  exclude  any 
claim  of  superiority  of  one  over  the  other. 

Now  is  the  time  when  parents  and  teachers  ought  to  have 
a  clear  comprehension  of  the  ultimate  aims  and  destiny  of  the 
respective  sexes.  Both  may  continue  to  study  together,  as 
they  have  done  in  the  lower  grades.  In  fact,  the  continua- 
tion of  the  so-called  "Mixed  system"  or  co-education  is  to  be 
urged  for  various  reasons,  the  chiefs  of  which  are,  the  whole- 
some restraint,  which  they  exercise  upon  each  other,  and  the 
emulation  excited  by  the  desire  of  each  sex  to  appear  in  as 
favorable  a  light  as  possible  in  the  eyes  of  the  opposite  sex. 
Man  and  woman,  however,  have  to  operate  in  different 
spheres  of  activity.  One  can  never  be  substituted  success- 
fully for  the  other  without  sacrifice  of  some  of  the  noblest 
features  that  distinguish  each  sex  from  the  other. 

The  focus  of  woman's  activity  ought  to  be  the  home  and 
family  circle,  from  which,  as  from  a  safe  anchorage  she  may 
extend  the  sphere  of  her  usefulness  and  influence  into  as 
wide  circles  as  her  capacities  and  circumstances  may  permit. 
She  may  follow  some  occupation  or  profession,  in  the  arts,  in 
literature,  in  medicine,  in  education,  etc.,  but  any  extension 
of  her  activities  at  the  expense  of  her  domestic  virtues  and 
duties,  and  at  the  sacrifice  of  the  prestige  of  true  and  noble 
womanhood,  would  be  too  dearly  paid  for. 


SCHOOL  AND  FIRESIDE.  103 

These  considerations  make  it  essential  to  have  young 
women  brought  up,  if  not  under  the  exclusive,  at  least  under 
the  controlling,  influence  of  lady  teachers  or  guardians,  and 
above  all,  of  mothers.  There  should  be  attached  to  every 
school,  \vhether  of  the  common  or  higher  grade,  some  lady 
teacher,  or  a  matron,  to  keep  in  touch  with  the  girls;  for 
there  are  things  to  be  seen  to  in  every  school,  that  are  beyond 
the  direct  reach  of  a  male  teacher. 

The  man's  sphere  of  activity  extends  far  beyond  the  home 
circle,  in  fact,  the  greater  part  of  his  life's  work  lies  outside 
of  it.  He  should  gather  from  the  outside  the  honey  of  com- 
fort and  prosperity  and  bring  it  into  the  hive  of  his  home; 
but  the  establishment  of  a  sphere  of  usefullness,  reputation, 
and  influence  for  the  good  of  society  at  large,  ought  to  con- 
stitute the  chief  portion  of  his  life's  work.  Professional  as 
well  as  general  information  and  efficiency,  reliability  of  char- 
acter, self-reliance,  etc.,  are  necessary  requisites  for  the 
successful  man  of  business,  trade,  or  profession. 

These  qualities  must  be  cultivated  at  the  paternal  hearth 
and  in  school.  Lady  teachers  may  be  successful  with  boys 
up  to  ten  or  twelve  years  of  age,  but  after  that  age  boys  and 
young  men  need  the  guidance,  instruction, and  above  all,  the 
example  of  male  teachers.  A  mother's  influence  at  the  home 
will  be  forever  a  guiding  star  to  a  true  boy,  but  in  school  the 
young  man  recognizes  authority  that  differs  from  him  only 
in  degree,  but  not  in  kind. 

Of  the  higher  branches  of  education,  girls  may  study  to  a 
great  advantage  language,  literature,  music,  fine  arts,  physi- 
ology, especially  with  hygienic  application,  psychology, 
especially  in  its  relation  to  child-study,  natural  and  domestic 
science,  history,  geography,  etc.  Boys,  on  the  other  hand, 
would  find,  besides  the  studies  just  mentioned,  in  higher 
mathematics  and  its  applications,  as  for  instance  astronomy, 
engineering,  etc.,  a  field  more  suitable  to  them  than  to  girls. 


104  SCHOOL  AND  FIRESIDE. 

Manual  labor,  appropriate  to  the  respective  sexes,  should 
constitute  an  essential  part  of  all  home  and  school  education; 
for  education  can  never  be  considered  complete  until  this  is 
judiciously  attended  to.  The  education  of  the  hand,  is  as 
essential  to  the  wellbeing  of  any  man  and  woman,  as  the 
education  of  the  head  and  the  heart. 

PHYSICAL    CONDITION. 

Although  it  is  not  to  be  expected  that  parents  and  teachers 
should  possess  a  physician's  acquaintance  with  the  human 
body,  enough  physiological  knowledge,  however,  ought  to  be 
at  their  command  to  enable  them  to  understand  clearly,  and 
treat  judiciously  the  countless  varieties  and  incessant  fluctu- 
ations of  physical  child  life.  Intuition,  custom,  and  ex- 
perience, may  guide  mothers  to  some  extent  in  their  treat- 
ment of  infants,  but  the  rapidly  increasing  complexity  in  the 
development  of  the  young  lives  presents  phenomena  that 
require  a  careful  study,  not  only  as  to  the  cause  and  general 
influence,  buc  also  as  to  the  most  suitable  way  of  dealing  with 
them. 

Foremost  among  such  phenomena  are  those  conditions 
that  are  comprised  under  the  head  of  "physical  constitution." 
There  are  children  of  a  robust  body,  whose  digestive,  res- 
piratory, circulatory,  and  nervous  systems  are  in  perfectly 
normal  condition,  while  again  others  are  subject  to  tempo- 
rary or  chronic  disturbances  in  one  or  several  of  these 
functions.  Parents  and  teachers  should  be  sufficiently 
acquainted  with  hygienic  principles  governing  such  matters 
and  be  guided  by  them.  The  'trite  saying,  that  prevention 
is  better  than  cure,  becomes  an  educational  law,  the  violation 
of  which  is  too  often  fraught  with  serious  consequences. 
Requiring  the  same  amount  of  endurance  in  physical  labor  or 
in  mental  strain  from  a  pupil  whose  constitution  is  affected 
by  indigestion,  nervous  disorder,  feeble  lungs,  or  general 
prostration,  as  from  the  perfectly  healthy  child,  would  be  an 


SCHOOL  AND  FIRESIDE.  105 

act  of  gross  injustice,  and  might  be  conducive  of  serious  con- 
sequences, even  to  the  shortening  of  life.  Physical  culture, 
gymnastics,  baseball  games,  and  college  atheletics,  if  kept 
within  legitimate  limits, are  features  calculated  to  counteract, 
in  a  general  measure, the  enfeebling  tendencies  of  our  modern 
educational  systems. 

The  sense  of  sight  is  one  of  the  most  precious  gifts  of  the 
Creator,  and  yet  by  far  too  little  attention  is  paid  to  the 
preservation  and  cultivation  of  it.  What  is  the  cause  of  so 
many  spectacled  boys  and  girls  as  are  to  be  seen  in  our  larger 
towns  and  cities?  If  this  phenomenon  should  keep  on  in- 
creasing at  the  same  ratio  as  it  has  begun,  we  would  have, 
by  and  by,  a  generation  of  short  sighted  people  with  a  multi- 
tude of  blind  scattered  among  them.  Is  it  the  fault  of  school 
rooms  where  the  light  strikes  the  eyes,  either  from  the  right 
and  left  at  the  same  time,  or  from  the  right  altogether,  or, 
worst  of  all,  from  the  front  alone?  Is  it  the  neglect  of  some 
teachers  who  permit  pupils  to  read  or  write  without  con- 
sideration of  their  natural  focus?  Is  it  the  too  lengthy  home 
lessons  which  must  be  worked  out  by  inadequate  lamp-light? 
Or  is  it  the  continuous  change  between  day,  lamp,  and 
electric  light,  that  in  our  larger  cities  would  make  the  posses- 
sion of  feline  eyes  a  desirable  commodity  for  man? 

Color-blindness,  either  partial  or  complete,  prevails  far 
more  among  the  youth  than  even  some  teachers  are  aware  of. 
Practice  in  color  discerning,  by  object-lessons,  should  be  fre- 
quently attended  to  at  home  and  in  school.  Periodical  exam- 
inations of  the  eye  sight  by  some  experienced  person  should  be 
held  in  every  school  from  the  lowest  to  the  highest  grades, 
so  that  the  young  people  could  be  properly  advised  and 
directed  in  this  important  matter. 

Next  to  the  eyesight  the  sense  of  hearing  is  another  im- 
portant factor  in  educational  work.  Ignorance  of  the  fact 
that  there  is  a  great  deal  of  partial  deafness  among  children, 


106  SCHOOL  AND  FIRESIDE. 

is  the  cause  of  much  injustice  to  them  on  the  part  of  many 
parents  and  teachers.  The  former  are  often  inclined  to  re- 
prove or  punish  children  for  supposed  disobedience,  forget- 
fulness,  or  carelessness,  and  teachers  charge  pupils  with  in- 
attention or  dullness,  when  the  fact  is,  that  a  defect  in  hear- 
ing had  prevented  the  child  from  understanding  distinctly 
what  was  said.  It  is  not  particularly  loud  talking  that  is 
needed,  as  the  sound  is  heard  plainly  enough,  but  distinct 
articulation  of  the  consonants,  and  especially  of  consonants 
at  the  beginning  and  end  of  words.  Some  ears  are  more 
susceptible  to  one  pitch  or  key  of  voice  than  to  another. 
Teachers  ought  to  cultivate  a  normal  pitch  of  voice,  as  near 
as  possible  to  their  own  natural  key,  and  in  conformity  with 
the  acoustics  of  the  schoolroom,  so  that  pupils  of  slow  or 
difficult  hearing  may  accustom  themselves  to  that  pitch  and 
be  able  to  follow  with  clearer  understanding. 

A  trequent  cause  of  defective  hearing  is  catarrh,  brought 
on  by  cold  feet.  Children  coming  to  school  in  winter,  for 
instance,  after  having  waded  through  snow,  slush,  and  water, 
their  shoes,  stockings,  and  lower  parts  of  their  clothing  soak- 
ing wet,  are  often  required  to  sit  at  their  desks  with  the  wet 
feet  in  the  cold  atmosphere  near  the  floor,  while  the  upper 
space  of  the  room  is  hot.  The  reverse  should  be  the  case. 
Colds  and  catarrhs,  and  sometimes  far  more  serious  conse- 
quences ensue.  Nature,  then,  gives  the  danger  signal  by 
causing  coughing  to  be  heard  in  various  parts  of  the  school- 
room; the  teacher  should  take  the  warning  and  attend  to  the 
case  at  once.  I  have  had  children  take  off  their  shoes  and 
stockings  and  sit  around  the  stove  until  all  get  dry  and  warm. 
Much  of  the  prevailing  defect  in  hearing  can  be  prevented  by 
proper  care  of  colds. 

The  boxing  of  ears,  or  blows  on  the  head,  as  punishment 
for  offenses,  whether  inflicted  by  parents  or  by  teachers,  are 
most  criminal,  and  deserve  the  severest  censure  without  any 


SCHOOL  AND  FIRESIDE.  107 

mitigation.  I  have  had  pupils  whose  misfortune  of  hard 
hearing  could  be  traced  back  to  such  cruelty  inflicted,  some- 
time or  other,  either  at  home  or  in  school. 

Another  point  of  careful  consideration  for  educators  pre- 
sents itself  in  the  growth  of  children.  Whenever  parents  or 
teachers  notice  in  a  child  an  abnormal  growth  in  length  with- 
out proportionate  physical  development  in  other  directions, 
must  they  not  take  it  for  granted,  that  the  child  will  be  cor- 
respondingly weak  in  will-power,  concentrativeness  of  pur- 
pose, steadiness,  perseverance,  and  moral  courage?  These 
deficiencies  instead  of  being  recognized  as  organic,  are  often 
punished  as  if  the  child  could  help  them.  The  most  frequent 
course,  but  also  the  worst  one,  is  ridicule,  scolding,  depreci- 
ating comparisons  with  other  young  people  more  fortunately 
organized,  even  chastisement  for  slight  offenses  arising  from 
this  physical  condition.  An  India  rubber  band,  if  drawn  out, 
must  naturally  become  thinner  in  proportion  to  the  length. 
This  is  precisely  the  condition  of  the  nervous  and  muscular 
system  of  overgrown  children.  Give  them  good  food,  plenty 
of  exercise,  and  kindly  treatment,  and  nature  will  make  it  all 
right  by  and  by. 

There  is  another  class  of  unfortunate  children,  however, 
upon  whom  the  unstinted  sympathies  of  parents  and  teachers 
should  be  bestowed.  I  refer  to  the  crippled  and  deformed. 
A  sympathy  that  should  not  be  merely  personal  on  the  part 
of  the  educator,  but  should  be  of  such  a  magnetic  force  as  to 
influence  the  whole  family  or  school  with  like  feelings  and 
course  of  action.  I  have  in  mind  the  case  of  a  young  man 
whose  limbs  had  been  deformed  from  childhood,  so  that  he 
had  to  crawl  upon  his  knees.  After  he  had  been  refused  ad- 
mission at  several  educational  institutions,  on  account  of  his 
infirmity,  he  presented  himself  at  the  B  Y.  Academy!  Provo. 
Here  teachers  and  students  vied  with  each  other  in  tender 
consideration  toward  him  in  his  efforts  to  get  an  education. 


108  SCHOOL  AND 

That  young  man,  after  several  years  of  successful  labors  in 
his  chosen  avocation,  died  with  blessings  upon  the  institution 
that  gave  him  a  chance  for  obtaining  a  respectable  livelihood, 
and  left  these  blessings  of  gratitude  as  a  sacred  heritage  to 
his  family. 

The  physical  conditions  of  a  child  maybe  either  hereditary 
or  the  result  of  accidental  influences.  In  the  former  case 
parents  are  reminded  of  the  great  responsibility  resting  upon 
all  men  in  regard  to  their  posterity.  The  responsibility  is 
enjoined  upon  humanity  in  the  decree  of  Jehovah,  that  "He 
will  visit  the  sins  of  the  fathers  on  the  children  unto  the 
fourth  generation  of  them  that  hate  me."  Which  teacher 
lias  not  seen  evidences  of  this  terrible  fact  among  the  child- 
ren under  his  charge?  Aside  from  the  workings  of  heredity, 
there  may  be,  however,  also  other  influences  bearing  down 
upon  young  lives,  even  before  birth,  preventing  their  little 
bodies  from  developing  according  to  the  beautiful  and  fault- 
tess  designs  of  the  Creator.  Nature,  if  not  interfered  with 
in  her  operations,  makes  no  mai-formatioris,  deformities,  or 
cripples.  What  care,  solicitude,  and  constant  watchfulness 
toward  children  is,  therefore,  required  of  parents  and  teach- 
ers, in  order  to  give  Nature  a  chance  to  develop  the  grow- 
ing bodies  according  to  the  noble  design  of  an  allvvise  Creator, 
so  that  they  can  fill  the  measure  of  their  creation  upon  the 
earth! 

MENTAL    CAPACITiKS. 

According  to  the  theory  of  some  evolutionists,  all  faculties 
of  the  mind  are  only  operations  of  physical  forces,  which 
view  reduces  psychology  to  a  mere  branch  of  physiology. 
The  utter  helplessness  of  the  new-born  infant  and  the  very 
gradual  awakening  of  its  perceptive  faculties  seem  to  sustain. 
at  the  first  glance,  such  a  proposition.  But  closer  analysis 
leads  to  the  conclusion  that  the  five  senses  are  mere  means 


SCHOOL  AND  FIRESIDE. 

for  the  conveyance  of  impressions.  Behind  the  physical 
mechanism  is  a  receptive,  conscious,  and  directing  mind  that 
is  endeavoring  to  familiarize  itself  with  the  use  of  the  organs 
ot  sense  and  motion,  as  an  apprentice  begins  to  handle  tools 
and  instruments  placed  before  him.  Mind  is  not  the  product 
of  matter,  but  inhabits,  premeates,  and  vivifies  matter.  On 
entering  the  body,  it  brings  along  capacities  that  raise  the 
new  born  infant,  notwithstanding  its  apparent  helplessness, 
far  above  any  of  the  most  advanced  animal  species. 

How  did  that  mind  come  into  possession  of  capacities  en- 
titling it  to  such  possibilities?  Did  these  capacities  originate 
with  the  mind  itself  during  the  embryonic  period?  If  so. the 
mind  with  its  wonderful  capacities  would  be  the  result  of  the 
physical  process  of  conception,  and  would  have  to  terminate 
with  the  exhaustion  of  the  forces  that  started  them  both  into 
activity. 

That  is  the  theory  of  evolution.  There  is,  however,  H 
grander  view  of  the  case  pointed  out  to  us  by. the  voice  of 
Revelation. 

The  mind  or  spirit  entered  into  this  mortal  sphere  from  a 
previous  state  of  existence  known  to  the  Latter-day  Saints 
as  our  "primeval  childhood."  Our  condition  in  this  world  is 
as  much  the  natural  consequence  of  the  course  pursued  in 
our  previous  existence, as  the  life  hereafter  will  be  the  natural 
consequence  of  the  course  pursued  during  mortality.  This 
great  principle  of  pre-existence  contains  the  keynote  to  the 
doctrine  of  predestination  or  rather  pre-ordination.  God 
never  acts  arbitrarily  as  some  sectarians  would  have  us  be- 
lieve, but  the  shaping  of  every  man's  destiny  is  largely  by 
his  free  agency  in  his  own  hands.  Many  fall  short  of  it 
though,  or  miss  it  entirely,  by  neglecting  or  abusing  those 
endowments  and  gifts  which  an  allwise  Providence  has  placed 
at  their  disposal. 

Teachers  and  parents  ought  to   watch  closely  the  awaken- 


1 10  SCHOOL  AND  FIRESIDE. 

ing  of  the  mental  faculties  of  their  young  charges,  for  the 
bent  of  these  powers  may  be  taken  as  an  index  of  their  life's 
mission. 

Perceptive  Faculties. 

The  gradual  development  of  the  so-called  perceptive  facul- 
ties, is  the  first  sign  of  mental  activity  in  child  life.  These 
faculties  involve  mental  operations.  The  eye  can  no  more 
see  for  itself  than  a  telescope  can  become  conscious  of  the 
grandeur  of  the  starry  heavens  which  it  reveals  to  the  observer. 
Both  eye  and  telescope  convey  pictures  and  only  pictures, 
so  the  ear  conveys  sounds,  and  other  organs  their  appropri- 
ate impressions.  It  is  the  spirit  behind  the  scenes  that  takes 
cognizance  of  all  these  things,  giving  each  its  appropriate  in- 
terpretation. 

The  child  notices  at  first  only  the  difference  between  light 
and  darkness.  Recognition  o  forms  and  faces  follow  soon 
after.  Differences  in  color  are  not  recognized  so  early.  In 
regard  to  hearing,  only  loud  and  low  sounds,  that  is,  the 
extreme  in  sound,  make  much  impression,  the  former  having 
a  disturbing,  the  latter  a  rather  soothing  tendency  upon  the 
child.  The  direction  whence  sounds  come,  remains,  for  a 
long  time,  undefined  in  the  mind  of  the  infant.  Voices  are 
not  distinguished  till  a  much  later  day.  The  sense  of  feeling 
is  very  acute,  but  painful  and  pleasurable  sensations  are 
alike  forgotten  as  soon  as  they  are  past,  there  being  no 
memory  as  yet  to  assist  in  their  retention.  Taste  and  smell 
are  very  slow  in  taking  a  part  in  the  physical  or  mental 
operations  of  the  young  life.  These  defects  in  early  percep- 
tion are  not  on  account  of  imperfect  development  of  the  re- 
spective organs,  for  they  are  as  perfect  now  as  they  ever  will 
be,  but  in  conseqence  of  the  inexperience  of  the  mind  in 
handling  them. 

Mothers  know  intuitively  how  to  assist  their  infants  in 
using  the  perceptive  faculties.  By  moving  the  finger  or  some 


SCHOOL  AND  FIRESIDE.  1 1 1 

other  object  before  the  eyes  of  the  child,  the  mother  teaches 
it  the  sense  of  direction;  by  singing  and  speaking-  words  of 
endearment,  she  habituates  it  to  recognizing  her  voice  and 
gradually  to  distinguish  it  from  that  of  other  persons.  Sharp 
contrasts  of  light  and  darkness,  sudden  and  piercing  noises, 
rude  awakening  from  sleep,  and  impatient  shaking  in  vexa- 
tion, ought  to  be  carefully  avoided;  for  such  untempered 
changes  may  be  productive  of  serious  disturbances  in  the 
physical  organism  of  the  child,  and  are  also  apt  to  plant  into 
the  yet  partially  slumbering  mind,  germs  out  of  which  may 
grow  a  fruitful  crop  of  evil  dispositions  and  tendencies. 

Froebel,  by  introducing  the  Kindergarten  methods  into 
the  educational  system,  has  become  a  benefactor  to  the 
human  race.  Neither  parents  nor  teachers  can  afford  to  re- 
main ignorant  of  this  beautiful  aid  in  education.  By  it  the 
mental  faculties  receive  a  systematic  and  judicious  training 
during  the  first  period  of  their  development.  The  eyes  learn 
not  only  to  see  but  also  to  observe;  the  ears  are  made 
acquainted  with  the  beautiful  in  sound;  the  organs  of  motion 
become  obedient  to  a  mind  capable  of  useful  or  entertaining 
self-occupation;  and  the  whole  body  is  taught  to  grow  more 
graceful  and  buoyant. 

Imagination. 

Through  the  symptoms  of  dreaming  by  the  infant,  parents 
are  first  made  aware  that  a  higher  faculty  of  the  mind  has 
begun  its  operation.  This  is  Imagination,  the  angel  of  child- 
hood, by  the  touch  of  whose  wand  the  most  common  objects 
are  surrounded  with  the  halo  of  fairyland.  (See  page  100.) 
This  faculty,  aerial  and  intangible  though  it  may  be,  is  never- 
theless of  vast  importance  by  rendering  an  assistance  to  the 
educator  without  which  his  best  efforts  would  prove  futile.  A 
great  mistake  is  often  made  in  supposing  that  a  child  looks 
upon  things  and  ideas  presented  before  him,  in  the  same 
light  as  do  his  instructors.  It  never  does  so.  Happy  the  child 


112  SCHOOL  AND  FIRESIDE. 

whose  imagination  illuminates  bis  conceptive  world  with  the 
roseate  hues  of  purity,  affection,  and  hope;  for  the  germs  of 
virtue,  intelligence,  and  spirituality,  find  in  that  kind  of  light 
their  most  favorable  condition  for  sprouting.  Blessed  the 
parent  or  teacher  who  has  discovered  the  key  to  the  language 
of  child— thought  and  is  enabled  to  enter  the  charmed  circle 
where  Imagination!  waits  to  surrender  to  him  her  sway,  as 
he  shall  gently  lead  the  young  mind  to  the  comprehension 
of  the  realities  of  life.  Powerful  and  absolute  in  its  domina- 
tion, Imagination, of  all  mental  faculties, is  still  the  most  sus- 
ceptible to  evil  or  good  influences.  A  word,  a  look,  yea, 
apparently  the  most  insignificant  thing  or  occurrence,  is  often 
sufficient  to  cast  over  the  heart  ol  a  child  a  lasting  shadow 
under  which  prospects  for  good  may  wither,  or  evil  germs 
find  a  fostering  condition. 

The  Affections. 

The  next  mental  faculty  in  order  of  development  is  affection. 
It  will  be  observed  that  infants  but  slowly  extend  their  in- 
terest beyond  their  own  individual  wants.  They  are  of 
necessity  intensely  selfish,  and  hence  the  saying,  that  all  babies 
are  little  savages.  But  this  selfishness  discovers  by  its  very 
intensity  those  sources  from  which  it  derives  its  gratification; 
it  extends  a  longing  desire  toward  them  and  establishes 
thereby  an  interest  in  something  beyond  self.  Thus  is  opened 
the  channel  of  affection.  From  mere  gratification  of  physical 
wants  is  evolved  pleasure  which  pre-supposes  some  degree 
of  mental  activity.  This  is  followed  by  appreciation  of  kind 
acts.  By  smiling,  cooing,  and  offering  baby-kisses  in  return, 
the  child  establishes  an  interchange  of  feeling  between  itself 
and  others.  Thus  is  engendered  an  affection,  which  may  be 
cultivated  by  proper  education  into  love  for  fellowmen  and 
love  to  God.  A  heeedless  kick  may  destroy  a  little  sprout, 
that  might  have  become  a  mighty  oak  had  it  been  given  a 


SCHOOL  AND  FIRESIDE,  113 

chance  to  grow.  So  also  may  the  first  beginnings  of  affec- 
tion be  destroyed  by  ignorance,  rudeness,  or  carelessness 
and  the  child  forced  to  develop  into  the  mentally  crippled 
conditions  of  selfishness,  misanthropy,  or  cruelty. 

]\Ieinory. 

The  next  mental  force  making  itself  felt  in  the  process  of 
infant  development  is  memory.  It  is  a  somewhat  passive 
faculty,  in  as  much  as  it  is  engendered  only  by  frequent 
repetitions  or  marked  force  of  impressions.  Facts  of  memory 
may  be  compared  with  the  figures  of  a  chromo.  Their  dis- 
tinctness and  completeness  depend  upon  the  number  of  im- 
pressions by  which  they  are  imprinted  upon  the  mind.  Cul- 
tivation of  habits  at  the  fireside,  and  frequent  repetitions  of 
the  lessons  in  school,  are  the  indispensable  means  of  strength- 
ening the  memory.  Whatever  has  been  deposited  in  the 
memory,  remains  there, although  lost  sight  of,  perhaps,  for  a 
long  time.  Strong  emotions,  occurrences  on  the  mnemo- 
technic  principle  of  association  of  ideas,  dreams,  or  old  age, 
may  bring  to  light  again  long  forgotten  memories,  proving 
thereby,  that  these  facts  had  remained  unobserved  in  the 
memory,  like  dust-covered  books  on  the  shelves  of  a  library, 
or  old  photographs  stored  away  in  the  attic. 

Recollection. 

If  memory  can  be  compared  with  a  library  containing  all 
kinds  of  books,  papers,  documents,  and  prints,  arranged  with 
more  or  less  order,  recollection,  the  next  mental  faculty  in 
order  of  development,  would  be  the  librarian,  who  ought  to 
know  at  a  moment's  notice  where  to  find  any  required  object 
on  his  catalogue.  The  cultivation  of  recollection  is  one  of 
the  essential  features  of  domestic  as  well  as  of  scholastic 
education.  By  far  the  greater  part  of  all  educational  effort 
is  the  conveying  of  facts  and  the  training  in  their  applica- 


114  SCHOOL  AND  FIRESIDE. 

tion.  Knowledge  of  facts  is  stored  up  in  the  memory,  but 
recollection  is  called  upon  to  furnish  the  requisite  data  for 
the  process  of  application. 

This  exquisite  faculty  constitutes  by  far  the  greater  part  of 
what  is  commonly  called  knowledge,  and  can  be  cultivated 
to  a  degree  comparable  to  the  facility  with  which  an  expert 
pianist  handles  the  keys  of  his  instrument.  Stored  up  in 
the  mind  are  data  in  regard  to  persons,  things,  ideas,  places, 
times,  etc.,  that  can  be  brought  up  with  a  spontaneity  surpas- 
sing comprehension.  Many  theories  have  been  advanced  to 
explain  this  interesting  phenomenon,  but  thus  far  with  not 
very  satisfactory  results. 

Methods  for  cultivating  the  power  of  recollection  are  a 
matter  of  greac  importance  in  domestic  and  scholastic 
education,  It  is  not  to  be  expected  that  every  parent  and 
teacher  should  be  conversant  with  the  science  and  art  of 
mnemonics  and  try  to  make  second  Reventlows  of  his  pupils, 
but  exercises  for  the  purposes  of  "strengthening  the  memory" 
are  indispensable,  especially  in  the  early  stages  of  scholastic, 
domestic,  professional,  and  business  education.  Later  on, 
too  much  "memorizing"  is  rather  detrimental  than  advan- 
tageous to  mental  progress.  Great  thinkers  in  science  as 
well  as  in  business,  instead  of  burdening  their  minds  with 
the  ballast  of  statistical  or  other  technical  data,  consult  tables, 
dictionaries,  encylopedias,  notes,  etc.,  for  the  desired  infor- 
mation. 

The  capacity  for  recollection  is  greatly  diversified  accord- 
ing to  the  physical  organization  of  the  individual.  Fhrenol- 
ogically  speaking,  this  capacity  seldom  extends  harmoniously 
over  all  the  various  organs  of  perception  in  the  brain.  For 
instance,  localities,  names,  dates,  figures,  forms,  etc.,  are  sel- 
dom recalled  with  equal  vividness.  Parents  and  teachers  ought 
therefore  to  make  it  their  object  to  discover  any  specially 
pronounced  capability  or  defect  in  this  regard,  and  instead  of 


SCHOOL  AND  FIRESIDE.  1 1  5 

paying  undue  attention  to  an  already  well  developed  ten- 
dency, should  rather  endeavor  to  cultivate  those  parts  in 
which  recollection  appears  to  encounter  great  difficulties. 
Scolding,  censure,  or  other  such  means  of  correction  are  not 
only  useless  but  absolutely  unjust,  for  the  educator  is  con- 
fronted by  an  organic  deficiency  rather  than  by  a  willful 
neglect. 

Will-power. 

With  the  awakening  of  self-activity  in  the  infant,  a  power 
begins  gradually  to  make  itself  manifest  which  not  being  as 
yet  under  any  intellectual  control,  appears  and  subsides 
spasmodically,  and  is  known  variously  as  self-will,  stubborn- 
ness, humor,  contrariness,  "spunk,"  etc.  Its  real  name  is 
will-power.  The  degree  of  strength  or  feebleness,  continuity 
or  fickleness,  of  this  quality  constitutes,  as  the  child  advan- 
ces, the  timber,  as  it  were,  which  the  individual  seems  to  be 
made  of.  It  may  be  like  the  willow,  soft  and  pliant,  or  like 
the  oak,  strong  and  durable,  or  like  intermediate  woods, 
illustrative  of  various  grades  of  strength  and,  consequently, 
value. 

This  quality  is  the  foundation  of  what  is  commonly  under- 
stood by  the  term  of  "character."  Realizing  the  fact  that 
no  other  mental  qualification,  whether  inherent  or  inculcated, 
can  take  the  place  of  this  important  power  of  the  soul,  parents 
and  teachers  should  recognize  in  the  cultivation  of  the  will 
one  of  the  foremost  educational  problems.  Between  the 
necessity  of  enjoining  obedience  to  given  instructions  and 
the  cultivation  of  free  agency,  is  a  long  series  of  psychological 
considerations,  all  of  which  stand  in  so  close  a  relationship  to 
one  another  that,  as  in  the  case  of  the  rainbow  colors,  it  is 
difficult  at  first  sight  to  determine  where  one  ends  and  the 
other  begins.  A  judicious  training  in  the  former  contains 
within  itself  the  elements  of  the  latter;  for  wise  education  in 
school  as  well  as  at  the  fireside  knows  how  to  transform  the 


1 1 6  SCHOOL  AND  FIRESIDE. 

imperative  "Thou  shalt"  of  the  training  in  obedience  to  the 
beautiful  "I  will"  of  the  striving-  for  free  agency.  The  high- 
est aim  of  true  education  lies  in  the  endeavor  to  cultivate  the 
head,  heart,  and  hand,  in  the  knowledge  of  and  in  the  volun- 
tary obedience  to  the  laws  of  the  True,  the  Good,  and  the 
Beautiful,  for  therein  consists  the  heaven-inherited  right  of 
free  agency.  Sin,  ignorance,  and  coarseness  are  moral  and 
intellectual  defects  and  exclude  the  complete  exercise  of  free 
agency. 

Methods  of  the  cultivation  of  will-power  are  treated  under 
the  head  of  "Discipline." 

Un  ders  ta  n  ding. 

All  knowledge  consists  of  concepts  which  the  mind  has 
formulated  out  of  impressions  originally  received  through 
the  senses.  The  conscious  reception  of  these  impressions  by 
the  mind  is  a  mystery  yet  unsolved.  We  find  ourselves  here 
at  the  confines  of  the  physical  and  at  the  border  line  of  the 
psychical  nature  of  man.  The  correctness,  completeness, 
and  distinctness  of  all  concepts  depend  upon  the  capacity  for 
attention  and  observation.  The  former  is  an  exercise  of  will- 
power, the  latter  of  intellect.  In  regard  to  the  former,  parents 
and  teachers  must  watch  the  eyes  of  the  children  in  order  to 
know  it  their  attention  is  fixed  upon  the  subject  under  con- 
sideration. Wherever  their  eyes  are  there  is  their  mind. 
Hence  the  saying,  that  children  hear  better  with  their  eyes 
than  with  their  ears.  Observation  is  the  power  of  concen- 
tration of  thought  upon  an  object;  even  as  rays  of  light  may 
be  focused  by  a  sun-glass.  A  painter  takes  in  at  a  glance 
more  points  of  detail  in  a  picture  than  some  people  would  be 
able  to  discover  unaided  in  a  lifetime.  A  musician  hears 
beauties  in  a  composition  of  one  of  the  masters  that  may  re- 
main hidden  forever  from  an  uncultivated  ear.  A  well  edu- 
cated mind  may  form  multitudes  of  sublime  concepts  by 


SCHOOL  AND  FIRESIDE.  H7 

listening  to  or  reading-  a  discourse  suggestive  of  deep  thought 
and  noble  sentiments. 

Impressions  are  the  prepared,  concepts  the  digested,  food 
of  the  mind,  and  therefore,  pure  or  impure,  healthy  or  un- 
healthy, strong  or  feeble  conditions  of  the  mind  depend  upon 
the  food  which  it  receives  and  digests.  Herein  lies  a  solemn 
warning  to  parents  and  teachers  to  watch  carefully  the  im- 
pressions which  are  made  upon  the  young  minds  under  their 
charge;  for  out  of  those  impressions  grow  the  concepts 
that  constitute  the  mental,  moral,  and  spiritual  capacities  of 
the  human  being.  Evil  habits,  false  and  erroneous  ideas,  or 
wrong  principles,  may  develop  out  of  concepts  formed  in 
early  youth,  and  produce  a  harvest  to  be  reaped  in  tears. 

Flippant  conversation,  trashy  literature,  obscenity  in  any 
form,  unguarded  or  questionable  society,  and  over-indulgence, 
are  the  most  widely  prevailing  evils  that  education  has  in- 
cessantly to  contend  against.  Too  many  parents,  instead  of 
being  the  natural  allies  of  the  conscientious  teacher  are,  in 
their  blind  affection  for  their  children,  prone  to  side  against 
him  in  this  warfare.  The  writer,  like  many  others  of  his 
fellow  teachers,  could  enumerate  many  instances  of  this  kind 
out  of  his  own  experience. 

Concepts  thus  formed  do  not,  however,  remain  isolated 
and  disconnected  in  the  mind,  but,  according  to  the  la\v  of 
association  of  ideas,  group  themselves  in  a  more  or  less  sys- 
tematic manner,  and  by  the  law  of  generalization,  give  rise 
to  another  process,  that  of  forming  conclusions.  These  con- 
clusions are  concepts  of  a  second  stage  of  development,  in  as 
much  as  they  are  not  formed  directly  from  impressions  re- 
ceived through  the  senses,  but  are  the  offspring  ot  already 
existing  concepts.  Thus  concepts  of  persons,  plants,  play- 
things, food,  clothing,  etc.,  are  grouped  and  generalized  in 
the  mind  according  to  certain  characteristics  observed  by 
the  child.  All  dogs,  for  instance,  may  be  called  bow  wows, 
cattle  moo  moos,  etc. 


Il8  SCHOOL  AND  FIRESIDE. 

During  this  stage,  likes  and  dislikes  are  formed.  Curios- 
ity is  the  same  phenomenon  in  the  mental  life  that  appetite, 
hunger  and  thirst,  are  in  the  physical  life.  Curiosity  causes 
the  child  to  take  things  to  pieces  in  order  to  find  out  what 
they  are  made  of  or  what  there  is  in  them.  If  this  tendency 
is  not  properly  taken  charge  of  and  directed  from  the  begin- 
ning, it  is  liable  to  degenerate  into  wanton  destructiveness. 
The  latter  always  proves  educational  neglect. 

Imagination  interferes  at  this  time  considerably  with  the 
simple  process  of  forming  conclusions.  Parents  ought  to 
direct  this  tendency  into  proper  channels  by  telling  stories, 
the  morals  of  which  lie  within  the  conceptive  powers  of  the 
child.  Then  imagination  will  be  an  assisting  instead  of  a 
disturbing  element  in  the  process  of  forming  conclusions. 

At  this  stage  of  mental  development,  the  child  begins  to 
ask  questions,  innumerable  and  often  perplexing.  To  get 
impatient  at  these  manifestations  of  the  spirit  of  inquiry, 
which  appear  under  the  guise  of  mere  curiosity,  would  be  a 
serious  mistake,  as  such  questions  are  mostly  the  result  of 
some  process  of  observation  and  concept-forming.  The  child 
is  really  seeking  assistance  in  the  process  of  drawing  con- 
clusions. Every  friend  of  childhood  should  be  always  ready 
to  furnish  as  nearly  as  practicable  the  desired  information, 
and  thus  contribute  to  the  child's  store  of  ideas  and  facilitate 
its  progress  in  thinking.  Teachers  in  school  should  uphold 
the  principle  that  questions  on  the  part  of  the  pupils  are 
always  in  order.  To  rebuke  a  child  for  asking  for  informa- 
tion on  any  legitimate  subject,  is  one  of  the  least  excusable 
mistakes  a  teacher  can  be  guilty  of. 

Reason. 

This  mental  capacity  enables  the  child  to  draw  conclusions 
from  given  premises  or  concepts.  This  principle  can  be 
carried  on  in  three  different  ways,  adapted  to  every  child  in- 
tuitively according  to  the  nature  of  the  case. 


SCHOOL  AND  FIRESIDE.  119 

i. — The  process  ot  forming  conclusions  in  regard  to  the 
effect  or  result  of  a  known  cause,  or  its  reverse,  the  tracing 
of  a  known  effect  to  its  appropriate  cause.  The  former  is 
called  a  priori  reasoning,  the  latter  a  posteriori.  For  in- 
stance: The  child  is  diligent  in  its  lessons  because  it  con- 
cludes that  this  course  will  procure  it  a  good  education.  This 
is  a  priori  reasoning.  On  the  other  hand,  it  sees  that  its 
teachers  and  other  people  are  well  educated  and  concludes 
that  these  people  must  have  studied  hard  in  their  youth. 
This  is  a  posteriori  reasoning. 

2. — The  synthetic  process  is  the  endeavor  to  construct 
from  a  single  fact  a  whole  series  of  conclusions,  while  its 
opposite,  or  the  analytical  process,  leads  the  child  to  discover 
from  a  known  series  of  facts  some  missing  link  in  the  chain, 
as  it  were.  Illustration:  The  child  follows  the  synthetic 
process  when  it  constructs,  in  kindergarten  exercises,  houses, 
bridges,  and  other  objects,  from  its  pile  of  sticks,  blocks, 
etc.,  and  reasons  analytically  when  it  is  taught  to  name  or 
describe  the  different  parts  of  anything. 

3. — The  inductive  method  of  reasoning  consists  in  draw- 
ing a  general  conclusion  from  one  or  more  particular  facts. 
The  opposite  or  deductive  method,  is  the  application  of  a 
general  statement  to  a  particular  case.  The  former  process 
is  illustrated  by  a  child  concluding,  that,  as  it  is  required  to 
love,  honor,  and  obey  its  parents,  so  all  other  children  ought 
to  do  the  same.  The  deductive  process  would  be  well  illus- 
trated in  a  child  seeing  all  other  children  doing  a  certain 
thing,  should  it  conclude  that  it  ought  to  do  the  same  thing 
also. 

DISPOSITIONS. 

Among  the  variety  of  factors  which  should  govern  the 
modes  of  treatment  of  a  child  in  order  to  assist  it  in  obtain- 
ing the  greatest  amount  of  good  from  education,  the  disposi- 


120  SCHOOL  AND  FIRESIDE. 

tions  demand  their  full  share  of  consideration.  Dispositions 
are  based  mainly  upon  the  condition  of  the  nervous  system  and 
may  in  their  origin  be  either  accidental  or  inherited.  Parents 
and  teachers  have  to  make  it  their  earnest  study  to  obtain  a 
clear  comprehension  of  the  nature  and  origin  of  the  disposi- 
tions of  the  children  under  their  charge.  Dispositions  give 
tone,  color,  and  quality  to  all  other  capacities  of  the  child, 
stimulating  here  or  retarding  there;  smoldering  occasionally 
or  breaking  forth  in  volcanic  fury.  They  are  like  the  weather, 
difficult  of  prognostication  for  the  uninitiated,  but  serving  as 
pointers  to  the  close  observer  and  judicious  educator,  just  as 
an  expert  mariner  watches  the  rise  and  fall  of  his  barometer 
and  other  premonitory  signs  or  takes  the  winds  and  the 
seasons  into  his  calculations. 

Dispositions  are  sometimes  embraced  in  the  general  term 
of  temperament.  Philosophers  have  made  several  classifica- 
tions of  temperament,  the  most  common  being  the  phleg- 
matic, the  melancholic,  the  sanguine,  and  the  choleric,  with 
several  subdivisions.  This  classification  can  not  claim,  how- 
ever, an  absolute  superiority  over  others.  The  difference  of 
classification  is  mostly  that  of  nomenclature,  at  least  so  far  as 
practical  educational  purposes  are  concerned.  While  tem- 
peraments of  the  phlegmatic  and  melancholic  kind  need  more 
stimulating  efforts,  those  of  the  sanguine  and  choleric  kind 
require  occasionally  a  check  combined  with  incessant  watch- 
care.  A  driver  must  exercise  greater  care  in  the  manage- 
ment of  thoroughbreds  than  of  a  quiet  and  steady-going 
team. 

The  idea  of  "breaking  a  child's  temper"  is  a  pernicious  one. 
You  may  "break  the  temper,"  but  you  will  spoil  the  child. 
A  temper  that  might  have  promised,  under  proper  treatment, 
to  develop  into  characterful  energy  and  mental  force,  may, 
when  "broken/'  assert  itself  in  occasional  fits  of  energy,  which, 
lacking  continuity,  are  destined  to  become  unreliable  and  in- 


SCHOOL  A  ND  FIRESIDE,  1 2 1 

effective.  Such  unfortunate  characters,  crippled  and  stunted, 
are  in  danger  of  becoming  morose,  distrustful,  or  what  is 
worse,  given  to  lying  and  deceit.  The  writer  could  quote 
instances  of  this  truth  coming  from  institutions  noted  for  the 
severity  of  their  discipline. 

If  dispositions  are  inherited,  still  greater  wisdom,  patience, 
and  kindness  are  required  gradually  to  train  and  modify  them 
so  as  to  make  them  subservient  to  noble  purposes  and  in 
harmony  with  the  other  qualities  of  a  cultured  mind. 

ENVIRONMENTS. 

If  the  various  conditions  which  point  out  the  mode  of  treat- 
ment of  children  have  been  considered  thus  far  from  the 
standpoint  of  the  child  itself,  one  other  condition  is  yet  left 
for  our  consideration,  a  condition  that  is  outside  the  child, 
and  consists  in  its  environments. 

The  various  phases  of  environment  belong,  so  to  speak,  to 
the  department  of  foreign  affairs  in  the  republic  of  education. 
An  experienced  teacher  accordingly  recognizes  in  them  strong 
factors,  which,  marshalled  as  auxiliaries,  may  become  powerful 
aids,  but  neglected,  are  likely  to  turn  into  formidable  antag- 
onists. 

Seasons. 

To  arrange  the  general  plan,  the  daily  program,  and  the 
kind  and  number  of  studies  in  such  a  manner  as  to  use  the 
exhilarating  temperature  of  the  cooler  seasons  for  the  heavier 
drafts  upon  the  physical  and  mental  powers,  is  a  test  of  master- 
ship in  the  educational  profession.  The  necessary  relaxation 
of  the  summer  months  should  be  turned  to  account  by  a  sys- 
tematic distribution  of  leisure,  recreation,  favorite  studies,  and 
preparation  for  the  next  season's  work. 

Politics. 

The   present   condition  of  American   politics  being  recog- 


122  SCHOOL  AND  FIRESIDE. 

nized  by  every  thoughtful  educator  as  injurious  to  the  true 
interests  of  education,  it  is  the  duty  of  every  teacher  and 
parent  to  watch  carefully  the  rising  storm  clouds  on  the 
political  horizon  and  take  such  precautionary  measures  as  will 
prevent  his  charges  from  being  carried  away  by  the  tempest 
of  political  passion.  For  a  teacher  himself  to  assume  the 
unenviable  role  of  pronounced  partisan  in  school  would  be 
sacrificing  the  sacredness  of  his  mission,  polluting  the  sanc- 
tity of  the  schoolroom,  and  betraying  his  public  trust.  A 
thorough  acquaintance  with  the  questions  of  the  day,  and  an 
impartial  representation  of  them  to  his  pupils,  is  what  each 
one  of  them  has  a  right  to  expect  from  him. 

Locality. 

Locality  has  also  much  to  do  with  the  spirit  and  mode  of 
treatment  of  the  young.  Although  natural  endowments  are, 
as  a  rule,  independent  of  locality,  the  conditions  of  city  life 
and  that  of  the  open  country  are  so  widely  different,  and  ex- 
ercise so  varying  an  influence  upon  mental  and  moral  devel- 
opment, that  parents  and  teachers  have  to  consider  these  con- 
ditions in  their  requirements,  expectations,  and  modes  of 
treatment.  Children  growing  up  amid  the  surroundings  ot 
city  life  with  its  endless  varieties  of  impressions  created  by 
persons,  things,  and  incidents,  have  their  powers  of  observa- 
tion for  good  or  evil  developed  in  quite  a  different  direction 
from  that  of  children  living  among  the  comparatively  mo- 
notonous surroundings  of  the  country.  The  perceptive  facul- 
ties of  the  latter  often  stand  in  need  of  stimulation,  while 
those  of  the  former  often  require  not  only  careful  direction 
but  even  a  restraining  mode  of  treatment. 

Social  Condition. 

There  is  one  environment  which  demands  extreme  delicacy 
of  treatment  in  many  instances.  This  is  the  social  standing 
of  pupils.  While  on  the  one  hand  a  teacher  may  make  him- 


SCHOOL  AND  FIRESIDE.  123 

self  liable  to  the  severe  charge  of  snobbish  partiality  for  the 
soically  better  favored  children,  he  may  miss  it  as  to  the  others 
by  a  course  of  boorish  rudeness  towards  pupils  accustomed, 
though  poor,  to  an  atmosphere  of  domestic  refinement. 
Parents  of  the  so-called  higher  classes,  or  of  the  financially 
more-tortunate,  are  often  inclined  to  engender,  by  precept 
and  example,  a  certain  aristocratic  spirit  that  induces  their 
children  to  consider  themselves  above  their  fellow-pupils  of 
poorer  families.  This  grave  mistake  causes  a  reaction  in  the 
form  of  discontent  with  the  existing  order  of  things,  and 
hatred  against  the  ' 'upper  classes,"  which  feelings  are  ex- 
tremely apt  to  widen  the  natural  breach  between  the  rich 
and  the  poor,  between  labor  and  capital,  and  threaten  to 
bring  forth,  in  the  next  generation,  a  harvest  of  griefs  and 
sorrows  for  both  parties.  Teachers,  that  are  not  mere 
"lesson  givers,"  will  recognize  in  these  conditions  a  great 
problem,  the  solution  of  which  depends  largely  upon  their 
wise  and  faithful  efforts. 

Denominations. 

The  religious,  or  rather  denominational  condition,  of  a 
community  or  of  a  particular  family,  is  one  of  the  most  power- 
ful agencies  in  the  formation  of  a  person's  fundamental  prin- 
ciples of  life.  This  formation  has  passed  through  its  incipi- 
ent stages  generally  already  in  infancy.  Every  sincere  parent 
desires  his  child  to  grow  up  in  the  religious  convictions 
which  he  himself  believes  to  be  the  truest  and  best  for  spirit- 
ual and  moral  growth  and  happiness.  He  can  not,  therefore, 
tolerate  any  interference  with  the  religious  principles  of  his 
children  on  the  part  of  a  teacher  or  anyone  else.  Teachers 
in  public  and  in  denominational  schools  ought  conscientiously 
to  guard  against  the  violation  of  this  sacred  family  right, 
however  much  their  own  views  may  differ  from  those  en- 
tertained by  some  of  their  pupils.  Even  a  contemptuous 


124  SCHOOL  AND  FIRESIDE. 

shrug  of  the  shoulders,  or  a  sneering  remark  about  things 
which  the  children  have  been  taught  at  home  to  hold  sacred, 
are  things  which  no  wise  or  conscientious  teacher  will  ever 
be  guilty  of  before  his  pupils. 


ORGANIZATIONS, 


EDUCATION,  in  order  to  become  more  effective  in  its  oper- 
ations, is  subject  to  modes  ot  systemization  the  same  as  any 
other  great  principle  of  enlightenment  and  progress.  Al- 
though systems  vary  according  to  the  conditions  of  civiliza- 
tion, countries,  times,  localities,  and  purposes,  there  is 
observable  nevertheless,  a  unifying  tendency  toward  the 
attainment  of  ulterior  aims;  toward  the  adoption  of  a  univer- 
sal system,  containing  within  itself  the  elements  that  consti- 
tute that  happy  condition  of  mankind  looked  forward  to  by 
all  of  us  as  something  to  be  realized  in  the  Millennial  reign. 

All  modes,  systems,  laws,  and  endeavors  in  this  connec- 
tion are,  however,  empirical  and  experimental,  notwithstand- 
ing psychological  foundations  claimed  by  educators  for  their 
particular  theories  and  the  logical  deductions  therefrom  by 
which  they  seek  to  build  upon  those  foundations. 

Man  will  have  to  keep  on  experimenting  and  prospecting, 
so  to  speak,  in  educational  systems  and  organizations,  as  well 
as  in  everything  else  mundane,  finding  "here  a  little  and 
there  a  little,  line  upon  line,  and  precept  upon  precept,"  until 
he  commences  to  learn  the  language  of  that  "still  small 
voice"  that  teaches  all  truth,  and  to  comprehend  it  so  clearly 
that  to  him  it  will  be  a  constant  voice  of  revelation. 

The  stars  that  have  shone  thus  far  upon  the  educational 
firmament  from  ancient  times  until  these  latter  days,  wilt 
then  fade  away  in  the  light  of  the  rising  sun  of  eternal  truth, 
and  mankind  shall  have  on  earth  an  educational  system 
such  as  is  now  already  enjoyed  by  the  children  that  are  in 
heaven. 


126  SCHOOL  AND  FIRESIDE 

CHAPTER  I. 


PRIVATE  TUTOR  SYSTEM. 


THERE  is  no  system  known  to  us  that  has  not  its  advan- 
tages and  disadvantages.  It  is  from  this  point  of  view 
that  all  representation  concerning  any  system  ought  to  be 
made. 

The  Private  Tutor  System  is  the  system  according  to  which 
individual  'pupils  may  enjoy  exclusively  the  privilege  of  a 
special  teacher,  either  for  a  particular  course  of  studies,  sup- 
plementary or  additional  to  public  instruction,  or  for  the 
entire  field  of  elementary  and  preparatory  education.  Roy- 
alty and  the  aristocracy  of  birth  and  wealth  indulge  largely 
in  this  mode  of  education.  In  some  instances  the  adoption 
of  such  a  course  is  dictated  by  state  policy,  in  others  by  the 
necessity  of  "catching  up"  for  the  requirements  of  a  pending 
examination,  while  in  still  others  nothing  but  snobbish  vanity 
suggests  the  exclusiveness. 

Specialties  in  music,  fine  arts,  languages,  and  all  techni- 
cal accomplishments  depend  largely  for  their  cultivation, 
as  yet, upon  tutor  instruction,  although  efforts  are  being  made 
to  systematize  instructions  in  these  branches  by  the  estab- 
lishment of  special  institutions  for  such  purposes;  as  for  in- 
stance, conservatories  of  music,  polytechnic  and  agricultural 
schools,  schools  for  domestic  science  and  household  work,  etc. 
Private  tutors,  however,  can  never  be  dispensed  with  entirely; 
for  conditions  of  localities,  times,  environments,  and  indi- 
vidual capacities  and  needs  are  diversified  to  such  an  extent 
as  to  make  the  establishment  of  a  system  dispensing  with 
the  necessity  for  tutorage  in  all  cases,  an  absolute  impossi- 
bility. 


SCHOOL  AND  FIRESIDE.  I2/ 

The  great  advantage  of  the  private  tutor  system  consists 
in  the  fact  that  the  teacher  is  enabled  not  only  to  concen- 
trate his  entire  attention  upon  the  comparatively  few  pupils 
under  his  charge,  but  also  to  arrange  his  subject  matter  and 
mode  of  treatment  more  in  accordance  with  the  individual- 
ities of  his  pupils.  He  can,  moreover,  study  and  influence 
the  development  of  their  moral  and  intellectual  capacities 
with  greater  care,  and  can  cultivate  a  thoroughness  which, 
when  equalled  in  public  institutions,  depends  far  less  upon  the 
teacher's  efforts  than  upon  the  pupil's  own  resolution. 

There  are  some  dark  lines  in  this  otherwise  bright  picture 
of  private  tutorage.  In  the  first  place,  the  selection  of  an 
efficient  and  suitable  tutor  is  subject  to  so  many  eventualities 
that  too  frequently  serious  mistakes  are  made  both  in  regard 
to  professional  efficiency,  and  what  is  worse,  in  regard  to  moral 
trustworthiness.  In  the  former  instance,  much  precious  time 
is  often  wasted  before  the  insufficiency  of  the  tutor  is  dis- 
covered, and  sometimes  the  discovery  is  not  made  until  after 
time,  means,  and  opportunities  have  been  irretrievably  lost. 
In  the  latter  case  the  danger  is  greater  yet,  in  as  much  as 
the  evil  influences  of  an  immoral  and  untrustworthy  charac- 
ter make  themselves  felt  only  when  it  is  too  late  to  repair 
the  damage. 

Another  serious  drawback  connected  with  private  tutorage 
is  found  on  the  part  of  the  pupils  themselves.  Having  but 
limited  opportunity  of  comparing  themselves  in  regard  to 
effort  and  progress  with  other  students  of  their  grade,  they 
are  apt  to  fall  into  the  error  of  self-sufficiency  and  conceit, 
which  are  conditions  adverse  to  real  progress,  falling  like 
mildew  upon  the  soul,  and  hindering  all  mental  growth. 
This  unfortunate  disposition  in  a  pupil  may  be  cured  some- 
times by  the  painful  shaking  up  which  he  is  sure  to  get  when 
he  seeks  entrance  into  a  public  institution  of  learning,  or 
when  he  is  brought  in  contact  with  the  requirements  of 


128  SCHOOL  AND  FIRESIDE. 

practical  life;  but  in  most  instances  che  crippled  condition  of 
a  self-conceited  mind  becomes  chronic, — apparent  in  all  its 
absurdity  to  everybody  except  to  the  unfortunate  victim 
himself. 

Judicious  tutors,  therefore,  take  pains  to  bring  their  pupils 
into  frequent  contact  with  other  students  of  the  same  grade, 
arousing  thereby  a  spirit  of  emulation  and  presenting  them 
with  a  common  standard  ot  efficiency  by  affording  them  op- 
portunities for  comparison. 

The  private  tutor  system,  taken  at  its  best,  can  never  be 
more  than  supplementary  to  public  education,  and  must, 
therefore,  remain  subordinate  to  it,  and,  perhaps,  it  ought 
even  to  be  made  subject  to  it,  to  be  regulated,  systematized, 
and  controlled  by  legislative  enactments  in  the  interest  of 
the  students  as  well  as  of  the  studies  pursued. 


CHAPTER  II. 


THE  PUBLIC  SCHOOL  SYSTEM. 


THE  gradual  formation  of  a  public  school  system  consti- 
tutes,under  its  various  forms  and  grades  of  development, one 
of  the  most  important  factors  in  human  progress,  and  en- 
gages as  such  the  earnest  consideration  of  philosophers, 
educators,  statesmen,  patriots,  and  lovers  of  their  race.  The 
time  has  come  when  the  educational  interests  will  demand  a 
lion's  share  of  the  labors  of  legislative  bodies,  and  the  largest 
canals  from  the  main  stream  of  a  nation's  revenues  must  be 
directed  into  the  educational  regions. 


SCHOOL  AND  FIRESIDE.  129 

True  to  its  Angelo-Saxon  origin,  the  United  States  has 
kept  apace  with  the  Germanic  and  Scandinavian  tamilies  of 
nations  in  the  matter  of  education,  even  bidding-  fair  to  take 
the  lead  by  and  by,  if  older  nations  do  not  make  haste  to 
emancipate  themselves  from  the  stereotyped  forms  of  scholas- 
ticism. 

The  survey  for  a  grand  educational  system  of  the  future 
has  been  made,  the  stakes  are  driven,  and  the  work  has  be- 
gun in  various  sections,  and  so  successfully  too  as  to  enable 
local  operations  to  be  carried  on  here  and  there  on  a  small 
scale,  while  along  the  old  roads  temporary  improvements 
stimulate  thinking  minds  for  renewed  exertions.  These  ex- 
ertions will  never  cease  any  more,  until  the  work  is  carried 
on  along  the  new  lines  throughout. 

The  vast  progress  made  in  the  modes  of  public  instruc- 
tions, in  the  laws  for  regulating  them,  in  the  financial  sup- 
port extended  to  them,  and  in  the  devotion  exhibited  toward 
them,  is  a  prophecy  of  a  glorious  future  in  which  education 
is  destined  to  perform  an  important  mission  for  the  ameliora- 
tion of  the  human  race. 

Our   own   country   is   to   be   the   standard    bearer  for  that 
mission,  and  will,  no  doubt,  discharge  that  duty  with  a  faith 
fulness  worthy  of  her  antecedents. 

There  are.  however,  dangers  lurking  alongside  the  path 
leading  to  that  glorious  destiny,  dangers  which  must  be 
guarded  against  and  avoided,  and  every  teacher  ought  to  be 
found  in  the  vanguard  to  give  the  danger  signal  wherever 
needed. 

Broad  as  the  laws  are  that  regulate  our  public  school  sys- 
tem, they  are  by  far,  not  yet  perfect  and  their  very  liberality 
exposes  them  to  divers  influences  for  evil. 

Among  the  first  of  these  evil  influences  is  politics.  Politics 
is  necessary  and,  therefore,  good  in  its  place,  but  in  education 
it  is  a  curse,  pure  and  simple,  every  time. 


I  30  SCHOOL  AND  FIRESIDE. 

To  make  the  appointment  of  teachers  and  educational 
officers  dependent  upon  party  proclivities,  is  not  only  pre- 
posterous but  actually  injurious  to  the  best  interests  of  edu- 
cation. All  good  citizens  of  whatever  political  inclination 
should  unitedly  protest  against  such  attempts  and  denouce 
them  as  treason  against  the  welfare  of  the  people. 

Professional  fitness,  intellectual  as  well  as  moral,  should  be 
forever  the  only  criterion  for  officers  and  teachers.  Upon 
this  basis  a  public  system  of  education  may  be  built  up  that 
will  invite  the  devotion  of  the  best  talents  and  noblest 
elements  from  among  the  people,  and  provide  the  rising 
generation  with  worthy  examples  of  imitation,  safe  coun- 
selors, and  wise  leaders.  Stability  will  take  the  place  of  un- 
reliable fluctuations  characterizing  our  present  educational 
affairs.  The  attainment  of  knowledge  will  be  accompanied 
by  a  careful  cultivation  of  character,  which  constitutes  the 
best  guarantee  for  the  maintenance  of  the  free  institutions  of 
our  country;  for  with  teachers  of  sterling  character  the  waves 
of  political  turmoil  and  corruption  will  dash  harmless  against 
the  steps  of  the  educational  sanctuary. 

Another  danger  threatens  the  healthful  progress  of  educa- 
tion in  our  country,  viz:  the  rapidly  spreading  epidemic  of 
infidelity  that  at  the  present  time  under  the  new  disguise  of 
agnosticism  is  sweeping  over  the  civilized  nations  of  the 
earth. 

The  unsectarian  character  of  our  educational  system  is  a 
safeguard  against  attempts  of  any  denomination  to  gain  con- 
trol over  the  public  schools  of  the  land  to  the  injury  or  ex- 
clusions of  other  beliefs.  In  thus  caretully  guarding  pupils 
against  sectarianism,  the  law  but  feebly  protects  them  against 
the  common  enemy  of  all  religion. 

To  counteract  the  possible  results  growing  out  of  the  in- 
siduous  influences  exercised  by  infidel  or  so-called  agnostic 
teachers,  a  negative  provision,  that  no  infidelity  shall  be 


SCHOOL  AND  FIRESIDE.  131 

taught  in  the  public  schools,  has  been  incorporated  into  the 
school  law.  Just  as  well  try  to  keep  the  chilling  frost  out  of 
a  flower  garden  by  putting  a  rail  fence  around  it. 

This  great  defect  in  our  public  school  system  can  be 
remedied  only  by  providing  for  religious  instructions  in  some 
way.  I  respectfully  suggest  that  the  privilege  be  extended 
to  every  religious  denomination  of  a  district,  to  instruct  in 
their  faith  their  own  children  attending  such  school,  at  a 
certain  hour  every  day,  and  under  such  regulations  as  the 
legislature  and  the  local  school  board  may  prescribe. 

It  is  very  questionable,  however,  that  this  proposition  will 
meet  with  much  favor  just  now,  but  it  is  a  point  that  must 
obtain  general  recognition  sooner  or  later. 

THE    UNIVERSITY    OF    UTAH. 

The  history,  aims,  and  present  condition  of  this  apex  of 
the  pyramidical  structure  of  our  public  school  system,  is  best 
illustrated  by  subjoined  extracts  from  a  contribution  to  "The 
American  University  Magazine,"  of  June,  1895. 

UNIVERSITY  op  UTAH. 


fly  George  Q.  Coray,  R.  8.  C. ,  Librarian  of  the  University. 

4  'A  good  history  of  the  University  of  Utah,  when  such  shall 
be  written,  will  be  a  pretty  good  philosophical  history  of  the 
Mormon  people  up  to  this  date.  At  the  beginning  of  their 
colonizing  labors,  they  acquired  the  excellent  habit  of  asso- 
ciating inseparably  the  problem  of  education  with  the  serious 
questions  of  government,  religion,  and  the  practical  affairs  of 
life.  With  Brigham  Young,  the  recognized  founder  of  the 
commonwealth,  higher  education  was  almost  a  mania.  His 
first  notions  on  the  subject,  as  they  have  been  handed  down, 
indicated  clearly  the  bent  of  his  mind,  and  what  the  charac- 
ter of  his  labors  might  have  been  had  he  lived  a  little  later 
in  the  Territory's  history;  they  showed  that  he  believed  in 


132  SCHOOL  AND  FIRESIDE. 

education  as  a  necessary  auxiliary  of  both  government  and 
religion.  Notwithstanding  the  fact  that  his  own  educa- 
tional acquirements  were  extremely  meager,  he  had  measured 
pretty  accurately  the  power  of  knowledge  over  ignorance,  all 
else  being  equal,  and  his  transcendent  ability  was  recognized 
by  men  of  learning. 

Under  such  leadership,  it  might  almost  be  assumed  that 
the  scheme  of  a  system  of  higher  education  in  Utah  was  co- 
existent with  the  arrival  of  the  pioneers,  which  was,  indeed, 
the  signal  for  the  beginning  of  civilization  in  the  great 
West. 

On  the  sixth  day  after  the  first  arrival  the  ground  for  the 
Salt  Lake  Temple,  since  errected  at  a  cost  ot  several  millions 
of  dollars,  was  solemnly  located  and  set  apart,  and  the  gen- 
eral plan  of  the  city  as  it  now  stands  was  decided  upon. 
Though  no  specific  mention  of  the  University  has  been  dis- 
covered in  the  scraps  of  record  and  tradition  preserved  from 
that  eventful  week,  subsequent  actions  of  the  great  pioneer, 
whose  energy  and  genius  were  the  mainspring  of  the  whole 
marvelous  performance,  prove  conclusively  that  a  scheme  of 
education  such  as  had  never  before  been  attempted  was  in  his 
mind,  and  must  have  had  a  place  in  the  original  plan.  On 
this  point,  it  is  enough  to  say  that  three  months  after  the 
resting  of  the  pilgrims  from  their  wilderness  expedition,  a 
school  was  in  successful  operation  for  the  instruction  of 
children;  and  among  the  first  documents  which  Brigham 
Young  signed,  as  head  of  the  provisional  government  of  the 
new  commonwealth,  was  an  act  incorporating  "The  Univer- 
sity of  the  State  of  Deseret."  This  was  done  February  28, 
1850,  about  two  years  and  a  half  after  the  arrival  of  the 
pioneer  company.  By  the  terms  of  this  charter,  the  said 
University  was  to  be  located  in  Salt  Lake  City,  and  was  to 
receive  an  annual  appropriation  of  $5,000  from  the  public 
treasurv.  The  control  of  the  institution  was  invested  in  a 


SCHOOL  AND  FIRESIDE.  133 

chancellor  and  a  board  of  twelve  regents,  to  be  elected  an- 
nually by  the  Legislature.  A  treasurer  was  likewise  chosen. 
An  indication  of  the  importance  which  the  founders  attached 
to  these  offices  appears  in  the  provision  requiring  the  chan- 
cellor and  regents  to  qualify  with  a  bond  of  ten  thousand 
dollars  each;  while  the  bond  exacted  from  the  treasurer  was 
in  the  sum  of  one  hundred  thousand.  It  is  quite  evident  that 
whatever  of  frailty  or  incapacity  may  have  manifested  itself 
in  the  earlier  progress  of  the  institution,  there  was  no  spirit  of 
trifling  amongst  its  designers.  The  same  Legislature  which 
created  the  charter  elected  a  chancellor,  and  a  board  of  re- 
gents. The  first  meeting  of  the  regents  was  held  March  13, 
1850.  At  this  session,  a  committee  was  appointed  to  offici- 
ate with  Governor  Young  in  the  selection  of  a  site  for  the 
permanent  home  of  the  University,  and  also  to  choose  loca- 
tions for  "primary  schools,"  to  operate  as  feeders  to  the 
"parent  school,"  as  it  was  called. 

The  first  opening  of  the  "parent  school"  seems  to  have 
been  effected  in  the  fall  succeeding  its  incorporation,  a  begin- 
ning which  for  meagerness  of  detail  might  also  compete  with 
the  first  opening  of  Harvard  or  Yale.  But  the  whole  story, 
so  far  as  the  designers  were  concerned,  was  not  in  the  begin- 
ning, as  appears  in  the  following  paragraph  from  Governor 
Young's  message  to  the  Legislature  which  met  in  December 
of  the  same  year: 

"Under  the  fostering  care  of  the  government,  the  subject 
of  education  is  fast  assuming  an  importance  that  will  reflect 
great  credit  upon  our  exertions.  The  Board  of  Chancellors 
and  Regents  of  the  University  have  already  established 
schools  in  various  parts  of  the  state  without  incurring  any 
expense  to  the  institution.  The  enlightened  course  pursued 
by  the  Board  will  redound  to  the  benefit  of  the  institution, 
as  well  as  to  a  general  system  of  education  throughout  the 
state,  and  must  certainly  meet  with  your  cordial  approval, 
and  warrant  your  encouragement." 


134  SCHOOL  AND  FIRESIDE. 

Lieutenant  J.  W.  Gunnison  makes  some  interesting  refer- 
ences to  the  subject  in  his  "History  of  the  Mormons,"  writ- 
ten in  Utah  about  a  year  later,  which  throws  a  flood  of  light 
on  the  hopes  then  entertained  of  the  future  of  the  University. 
He  says:  "In  Utah,  or  Deseret,  the  arrangements  for  the 
cause  of  education  are  upon  an  extensive  scale.  Hitherto  all 
exertion  has  necessarily  been  bestowed  upon  the  means  of 
living,  to  fence  fields,  build  houses,  and  tend  their  crops 
and  herds.  But  as  soon  as  this  pressure  slackened  we  find 
them  appropriating  liberally  for  a  University  which  shall  be 
eminently  practical  in  its  character,  and  designed  to  teach 
the  useful  branches  first  to  all  and  allow  those  who  have  the 
leisure  arid  means,  to  acquire  the  ornamental  afterwards. 
The  selected  grounds  for  the  University  buildings  are  beau- 
tifully located  on  the  first  broad  terrace  of  the  temple  city, 
and  overlook  the  dwellings  of  the  town."  Pursuing  his  dis- 
cription  the  author  says:  "A  large  square  is  to  be  allotted 
and  fitted  to  athletic  and  equestrian  exercises;  an  observatory 
for  practical  astronomy  and  the  instruments  already  collec- 
ted, are  to  be  freely  used  to  instruct  on  the  grounds.  In 
the  several  departments  of  engineering,  mechanics,  and  sur- 
veying— the  agricultural  department,  liberally  patronized; 
and  the  living  spoken  languages  of  all  peoples,  thoroughly 
taught  to  the  proper  students.  A  peculiar  feature  in  their 
instruction  is  the  introduction  of  a  'Parent  School'  for  the 
heads  of  families;  and  at  the  time  ot  the  organization  the 
President  (Young),  is  said  to  have  avowed  his  intention  of 
attending  it  as  a  scholar,  which  is  gladly  mentioned  as  a 
thing  redounding  to  his  praise  and  showing  his  strength  of 
character."  "Their  philosophers,"  continues  the  writer  in 
another  paragraph,  "already  aspire  to  something  more  than 
has  yet  been  accomplished,  and  they  state  that  they  shall 
revolutionize  the  kingdom  of  science,  and  surpass  the  most 
learned  in  mathematics,  philosophy,  and  the  sciences  of 


SCHOOL  AND  FIRESIDE.  135 

observation.  The  geologist  and  chemist  must  directly  come 
to  them  to  learn  the  wonders  developed  from  below  and  in 
the  mineral  kingdom,  and  the  botanist  and  the  naturalist  to 
study  the  arcana  of  the  principles  of  life,  elaborated  in  the 
vegetable  and  animal.  For,  having  'sought  first  the  kingdom 
of  God  and  its  righteousness,'  they  look  now  for  the  promise 
of  having  all  other  things  and  knowledge  added;  but  they 
sensibly  add,  that  the  Lord  helps  them  who  help  themselves, 
and  their  minds  will  only  be  quickened  to  perceive  by  the 
most  intense  industry."  In  this  connection  the  historian 
graphically  introduces  an  extract  from  a  public  oration  of  one 
of  the  Regents.  "Beseeching  the  whole  church  to  pray  the 
Lord,  our  Heavenly  Father,  to  send  down  some  of  the  Re- 
gents from  the  great  University  of  Perfection,  as  he  did  to 
Noah,  Moses,  and  others,  to  unfold  to  his  servants  the  prin- 
ciples of  wisdom,  philosophy,  and  science,  which  is  truth." 
4 'But,"  the  speaker  goes  on,  "what  will  all  the  precious  things 
of  time — the  inventions  of  man,  the  records,  from  Japhet  in 
the  Ark  to  Jonathan  in  Congress,  embracing  the  wit  and 
gist,  the  fashions  and  the  folly  which  grace  the  libraries  of 
the  elite  of  nations — really  be  worth  to  a  saint  when  our 
Father  sends  down  His  Regents,  the  angels,  from  the  grand 
library  of  Zion  above,  with  a  copy  of  the  history  of  eternal 
lives;  the  records  of  worlds;  the  geneology  of  the  Gods;  the 
philosophy  of  truth;  the  names  of  our  spirits  from  the  Lamb's 
Book  of  Life;  and  the  songs  of  the  sanctified." 

As  is  thus  apparent,  the  University  of  Utah  owes  its  origin 
to  the  great  power  of  religious  fervor;  and  in  this  respect  the 
institution  is  in  company  with  some  of  the  leading  universi- 
ties of  the  country.  Harvard  and  Yale  had  similar  begin- 
nings, and,  like  the  University  of  Utah,  without  it  they  would 
not  probably  have  begun  when  they  did,  or  within  the  same 
century. 

The   great   difficulty  in   the   way   of  the  institution  at  the 


I  36  SCHOOL  AND  FIRESIDE. 

time  of  its  opening  seems  to  have  been  the  v/ant  of  compe- 
tent teachers. 

The  original  design  was  to  have  a  separate  school  for 
women,  consequently  only  males  were  first  admitted.  But 
chis  idea  was  soon  abandoned,  and  the  school  was  thrown 
open  to  both  sexes. 

The  school  was  assuming  at  least  the  appearance  of  suc- 
cess, but  two  obstacles  confronted  the  regents  at  this  point 
which  experienced  educators  are  in  the  habit  of  considering 
as  something  prodigious,  especially  for  a  young  institution. 
First,  there  was  no  money  in  the  treasury  and  not  likely  to 
be  any  more  very  soon.  Produce  was  the  principal  exchange 
among  the  people,  and  in  a  great  measure  constituted  their 
tax  money.  Second,  there  were  no  feeders  for  such  a  school, 
and  little  immediate  prospect  of  sufficient  patronage  to  justify 
its  continuance,  consequently  the  inevitable  day  of  its  sus- 
pension soon  came.  But  a  chancellor  and  board  of  regents 
were,  nevertheless,  regularly  appointed  by  the  Legislature. 
Meanwhile  the  board  was  authorized  by  an  act  of  the  As- 
sembly to  appoint  a  superintendent  of  primary  schools,  and 
throughout  the  long  suspension  of  fifteen  years,  their  exer- 
tions were  given  to  the  building  up  of  a  public  school  system 
throughout  the  Territory. 

In  November,  1867,  the  University  work  was  resumed, 
and  until  March,  1869,  was  kept  in  successful  operation  as  a 
commercial  school.  Under  the  new  regime  the  University 
at  once  assumed  a  position  of  prestige  and  influence.  The 
work  was  laid  out  in  five  courses;  preparatory,  normal,  com- 
mercial, scientific,  and  classical.  It  was  not  until  the  second 
year,  however,  that  the  full  system  were  in  operation.  The 
sudden  rise  of  popularity  brought  at  once  to  the  aid  of  the 
institution  the  best  educational  material  of  the  Territory. 
Under  such  auspicious  conditions  its  success  seemed  to  be 
assured.  Liberal  appropriations  were  made  from  year  to 


SCHOOL  AND  FIRESIDE.  137 

year  by  the  Legislature,  and  in  due  time  the  city  deeded  to 
the  regents  a  block  of  ten  acres  near  the  center  of  trade  for 
a  building  site.  Under  this  encouragement  $20,000  had 
been  expended  toward  the  erection  of  permanent  quarters, 
when  the  very  existence  of  the  University  was  suddenly  im- 
perilled through  a  political  brawl  between  the  Governor  and 
the  Legislature,  which  resulted  in  an  absolute  veto  of  the  bi- 
ennial appropriation  bill.  For  a  time  this  hostile  action 
seemed  to  be  a  death  blow  to  higher  education  in  Utah.  The 
President  and  professors  being  first  to  see  the  seriousness  of 
the  situation,  came  forward  and  offered  their  services  without 
pay,  till  something  could  be  done  to  remove  the  embarrass- 
ment. In  the  meantime  the  merchants  and  bankers  came  to 
the  relief  of  the  institution,  and  a  fund,  sufficient  to  keep  the 
school  open  till  the  sitting  of  the  next  Legislature,  was  in  a 
short  time  placed  at  the  disposal  of  of  the  regents.  In  1884 
the  Legislature  amended  the  charter,  giving  the  institution 
definite  power  to  confer  degrees,  and  in  1892  a  new  charter 
was  enacted,  reducing  the  membership  of  the  governing 
board  to  nine,  including  the  chancellor,  and  changing  the 
name  ot  the  institution  from  "The  University  of  Deseret"  to 
"The  University  of  Utah." 

The  present  Board  of  Regents  is  a  most  able  body,  com- 
prising a  number  of  very  prominent  men.  This  board  com- 
pletely sustains  the  reputation  of  its  predecessors,  for  marked 
energy,  ability,  and  a  willingness  toward  personal  sacrifice 
in  the  interests  of  the  institution  placed  under  its  charge. 

Thus,  from  a  beginning  so  small  that  the  entire  work  of 
instruction  was  performed  by  a  single  teacher,  the  institution 
has  grown  steadily  to  its  present  creditable  proportions,  with 
about  500  students  enrolled,  and  a  faculty  of  twenty  able 
specialists,  exclusive  of  the  instructors  in  the  Training  School 
for  Teachers,  the  Art  Department,  and  the  School  for  the 
Deaf.  In  all,  thirty-five  teachers  are  directly  engaged  in  the 


I38  SCHOOL  AND  FIRESIDE. 

work  of  instruction.  The  work  of  the  University  as  now 
offered  includes,  besides  a  three  years'  preparatory  course, 
and  a  preparatory  normal  course  of  the  same  extent,  regular 
and  full  college  curricula  in  General  Science,  Liberal  Arts, 
Letters,  and  Mining,  each  with  its  own  degree,  and  two 
courses  in  advanced  normal  work,  leading  to  the  degrees  of 
Bachelor  of  Science  in  Pedagogy,  and  Bachelor  of  Letters 
in  Pedagogy.  The  present  site  of  the  University  covers  an 
entire  city  block — ten  acres  in  area.  The  main  building  is  a 
large,  substantial  structure  containing  the  library  and  read- 
ing room,  working  museum,  and  the  class  rooms  for  general 
instruction  and  for  the  special  courses  in  literature,  history, 
and  natural  science.  The  Deseret  Museum  building,  new 
and  handsome,  affords  a  home  for  the  extensive  and  valuable 
collections  of  that  institution,  beside  laboratories,  lecture 
rooms,  and  offices  for  the  work  in  physical  science.  The 
Deseret  Museum,  though  owned  by  a  private  corporation, 
viz:  the  Salt  Lake  Literary  and  Scientific  Association,  is  of 
free  access  for  the  work  of  the  University.  Another  large 
building  is  used  for  the  work  of  the  Normal  Training  School, 
beside  serving  its  special  purpose  as  a  school  for  the  deaf. 
Through  an  act  of  the  Territorial  Legislature,  a  very  incon- 
gruous association  was  effected,  by  the  placing  of  the  in- 
struction of  the  deaf  mutes  in  charge  of  the  University;  it  is 
almost  certain,  however,  that  a  separation  of  this  department 
will  be  made  in  the  very  near  future.  At  present,  some  work 
in  manual  training  is  carried  on  in  connection  with  the  work 
of  the  school  for  the  deaf. 

But  a  fairer  location  and  a  more  commodious  home  are 
promised  the  institution.  The  general  government,  by  a 
recent  act  of  Congress,  has  given  for  the  future  University 
campus  a  magnificent  site  of  sixty  acres  on  the  east  bench 
lying  at  the  foothills  of  the  Wasatch  range,  overlooking  city 
and  vallev  and  lake.  A  more  commodious  or  more  beautiful 


SCHOOL  AND  FIRESIDE.  I  39 

place  could  not  be  found  in  the  valley  of  the  young  and  grow- 
ing University  of  Utah. 

In  April,  1894,  the  University  became  the  recipient  of  a 
valuable  endowment,  the  first  of  its  kind  in  the  history  of  the 
institution.  The  Salt  Lake  Literary  and  Scientific  Associa- 
tion, an  educational  society  of  Utah,  endowed  the  chair  of 
Geology  in  the  amount  of  $60,000,  this  fund  to  be  kept  in- 
tact, and  the  proceeds  to  be  used  for  the  support  of  the  chair 
named.  In  addition  to  this,  Dr.  John  R.  Park,  about  the 
same  time,  donated  to  the  University  his  splendid  private 
library  of  nearly  four  thousand  volumes,  and  an  extensive 
collection  of  natural  history  specimens,  etc.  This  gift,  to- 
gether with  the  miscellaneous  works  of  the  Territorial 
library,  transferred  to  the  University  by  act  of  the  Legisla- 
ture in  1890,  have  made  the  University  library  one  of  the 
best  in  the  State. 

If  now  local  self  interest,  and  the  baneful  influence  of  small 
politics,  can  be  forced  to  yield  their  empire  to  education, 
and  a  line  of  public  policy  be  adopted  to  consolidate  the  scat- 
tered interests  of  higher  learning  upon  one  substantial  found- 
ation, Utah  may  easily  become  the  educational  centre  of  the 
inter-mountain  region,  which,  by  the  laws  of  natural  and 
social  supremacy,  is  her  just  and  proper  inheritance." 

AGRICULTURAL    COLLEGE    OF    UTAH. 

The  aims  and  organization  of  this  institution  are  best  re- 
presented by  subjoined  extract  from  its  circular  for  the 
academic  year  1895-1896. 

Establishment  of  the  College. 

An  Act  of  Congress,  approved  July  2,  1892,  provided  that 
public  lands  should  be  granted  to  the  several  states,  to  the 
amount  of  "thirty  thousand  acres  for  each  senator  and  repre- 
sentative in  Congress,"  for  the  establishment  and  mainten- 


1 40  SCHOOL  AND  FIRESIDE. 

ance  of  an  agricultural  college  in  each  state.  By  the  terms 
of  the  act  providing  for  the  admission  of  Utah  as  a 
state,  the  amount  of  public  lands  granted  to  the  Agricultural 
College  of  Utah  was  increased  to  200,000  acres. 

The  natio'nal  law  provides  that  from  the  sale  of  this  land 
there  shall  be  established  a  perpetual  fund  "the  interest  of 
which  shall  be  inviolably  appropriated,  by  each  state  which 
may  take  and  claim  the  benefit  of  this  act,  to  the  endow- 
ment, support,  and  maintenance  of  at  least  one  college, 
where  the  leading  object  shall  be,  without  excluding  other 
scientific  and  classical  studies,  and  including  military  tactics, 
to  teach  such  branches  of  learning  as  are  related  to  agricul- 
ture and  the  mechanic  arts,  in  such  manner  as  the  Legisla- 
tures of  the  states  may  respectively  prescribe,  in  order  to 
promote  the  liberal  pursuits  and  professions  in  life."  The  act 
forbade  the  use  of  any  portion  of  the  aforesaid  fund,  or  of  the 
interest  thereon,  for  the  purchase,  erection,  or  maintenance 
of  any  building  or  buildings. 

This  land  became  available  upon  the  admission  of  the 
Territory  to  statehood. 

The  Legislature  of  Utah  in  1888,  accepted  the  provi- 
sions of  the  national  law  by  the  passage  of  an  act  which 
founded  the  College,  defined  its  policy,  prescribed  its  work, 
and  indicated  its  sphere. 

Sec.  12. — The  course  of  instruction  shall  embrace  the 
English  language  and  literature,  mathematics,  civil  engineer- 
ing, agricultural  chemistry,  animal  and  vegetable  anatomy 
and  physiology,  the  veterinary  art,  entomology,  geology, 
and  such  other  natural  sciences  as  may  be  prescribed,  tech- 
nology, political,  rural,  and  household  economy,  horticulture, 
moral  philosophy,  history,  book-keeping,  and  especially  the 
application  of  science  and  the  mechanical  arts  to  practi- 
cal agriculture  in  the  field. 

Sec.    10. — In   the   appointment   of   professors,    instructors, 


SCHOOL  AND  FIRESIDE.  1 41 

and  other  officers  and  assistants  of  said  college,  and  in  pre- 
scribing the  studies  and  exercises  thereof,  no  partiality  or 
preference  shall  be  shown  by  the  trustees  to  one  sect  or  re- 
ligious denomination  over  another;  nor  shall  anything  sec- 
tarian be  taught  therein;  and  persons  engaged  in  conducting, 
governing,  managing,  or  controlling  said  College  and  its 
studies  and  exercises  in  all  its  parts,  shall  faithfully  and  im- 
partially carry  out  the  provisions  of  this  act  for  the  common 
good,  irrespective  of  sects  or  parties,  political,  or  religious. 

It  is  clear  that  the  Agricultural  College  was  founded  in 
the  interest  of  the  industrial  classes  in  the  several  pursuits 
and  professions  of  life,  to  give  not  alone  a  technical  educa- 
tion, but,  in  the  language  of  the  law,  a  "liberal  and  practical 
education."  The  legislative  founders  of  this  institution 
sought  to  place  within  reach  of  the  producing  classes,  an  edu- 
cation that  the  older  institutions  had  not,  as  a  rule,  made 
provisions  for. 

The  instructional  policy  of  the  College  is  in  consonance 
with  the  letter  and  spirit  of  the  laws  upon  which  it  was 
founded.  Its  courses  of  instruction  represent  the  five  great 
vocations  of  the  people  of  Utah:  agriculture,  the  mechanic 
arts,  commerce,  and  home  work. 

The  act  of  1862,  says  Senator  Morrill,  "proposed  a  broad 
education  by  colleges,  not  limited  to  a  superficial  and  dwarfed 
training,  such  as  might  be  had  in  an  industrial  school,  nor  a 
mere  manual  training  such  as  might  be  supplied  by  a  fore- 
man of  a  workshop,  or  by  a  foreman  ot  an  experimental  farm. 
If  any  would  have  only  a  school  with  equal  scraps  of  labor 
and  of  instruction,  or  something  other  than  a  college,  they 
would  not  obey  the  national  law." 

Under  an  act  of  Congress,  approved  March  2,  1887,  the 
College  receives  $15,000  annually  for  the  maintenance  ot  its 
experimental  work  in  agriculture.  This  is  in  charge  of  the 
department  known  as  the  Agricultural  Experiment  Station. 


1 42  SCHOOL  AND  FIRESIDE. 

Under  an  act  of  Congress,  approved  March  30,  1880,  the 
College  received, for  its  more  complete  endowment  and  main- 
tenance, "the  sum  of  fifteen  thousand  dollars  for  the  year 
ending  June  thirtieth,  eighteen  hundred  and  ninety."  The 
act  provides  that  this  amount  shall  be  increased  by  $1,000 
each  year  until  the  annual  appropriation  reaches  $25,000. 
The  amount  received  under  this  law  for  the  present  year  will 
be  $22,000. 

The  Legislature  of  1888  gave  $25,000  for  buildings.  The 
county  of  Cache  and  the  town  of  Logan  gave  one  hundred 
acres  of  land  on  which  to  locate  the  College.  The  legisla- 
ture of  1890  appropriated  $48,000  for  apparatus,  for  the  em- 
ployment of  teachers,  and  for  the  construction  of  a  house, 
barn,  two  laborers'  cottages,  and  an  experiment  station  build- 
ing. The  Legislature  of  1892  gave  $108,000  for  an  addition 
to  the  College  building,  for  two  houses,  for  apparatus,  and  for 
salaries  of  teachers.  The  Legislature  of  1894  appropriated 
$15,000  for  the  purchase  of  apparatus,  ior  a  greenhouse,  for  a 
veterinary  laboratory,  and  for  the  employment  of  teachers. 
The  Territorial  auditor  reports  the  value  of  the  College 
property  now  in  possession,  at  the  conservative  figure  of 
$211,947. 

The  Constitution  framed  by  the  Territorial  Convention, 
ior  the  new  State  of  Utah,  provides: 

Sec.  4. — The  location  and  establishment  by  existing  laws 
of  the  University  of  Utah  and  the  Agricultural  College  are 
hereby  confirmed,  and  all  the  rights,  immunities,  franchises, 
and  endowments  heretofore  granted  or  conferred,  are  here- 
by perpetuated  unto  said  University  and  College  respec- 
tively. 

Requirements  for  Admission. 

i.  Graduates  of  the  Eighth  grade  of  the  district  schools 
are  permitted  to  enter  the  Sub-Freshman  year  without  ex- 
amination. 


SCHOOL  AND  FIRESIDE.  143 

2.  To  enter  the  Freshman  year  the  student  cannot  be 
under  fifteen  years  of  a  age.  and  must  pass  a  satisfactory  ex- 
amination in  the  following  subjects  using  the  text  named  or 
their  equivalents: 

1.  Reading  and  Spelling. 

2.  Geography — Appleton's  Higher. 

3.  Either  Physical  Geography,  Maury's  or   Houston's,   or 
United  States  History,  Barnes'. 

4.  Grammar — Maxwell's  Higher. 

5.  Arithmetic — Harper's  Second  Book. 

Students  may  be  admitted  without  an  examination  from 
an  accredited  high-school,  academy,  or  other  institution,  if 
they  present  certificates  of  the  completion  of  the  subjects 
named  above. 

Courses  of  Study. 

I. —  The  first  tivo  years. 

The  first  two  years  of  all  the  four  year  courses  are  the 
same. 

The  studies  and  training  of  these  years  have  been  laid  out 
with  care;  the  students  are  not  permitted  to  vary  from  the 
course  shown  in  the  outline  except  as  herein  provided. 

1.  Lady  students  in  either  course  in  Domestic  Arts  take 
sewing  and  dressmaking  in  the  freshman  year,  in  the  place  of 
shop  work  in  wood  and  iron,  as  indicated  by  the  footnote  on 
page  22.     In  the  sophomore  year,  second  term,  lady  students 
take  lectures  on  cooking  and  laboratory    practice   in  cooking 
in  the  place  of  trigonometry  and    electricity  and  magnetism; 
and  in  the  third  term,  the  science  of  nutrition,  and  laboratory 
practice    in   cooking   instead   of   surveying    and  elementary 
mechanics. 

2.  In  the  several  short  courses,  the  studies  of  the  first  two 
years  are  varied  far  enough  to  meet  the  requirements  of  this 
class  of  students. 


144  SCHOOL  AND  FIRESIDE. 

The  studies  of  the  first  two  years  are  planned  to  meet  the 
requirements  of  our  most  numerous  class  of  students,  the 
majority  who  attend  for  two  years  or  less  after  completing 
the  studies  of  the  district  schools,  These  two  years,  as  now 
planned  in  our  schedule,  provide  as  broad  a  culture  in  a  gen- 
era Iway,  and  as  thorough  a  preparation  for  the  special  courses 
which  follow,  as  we  are  at  present  able  to  offer.  Whatever 
college  course,  profession,  or  occupation  the  student  may 
afterwards  undertake,  the  first  two  years  as  planned  repre- 
sent the  best  preliminary  training  the  College  affords.  We 
cannot  assume,  therefore,  to  vary  the  course  further  than  is 
indicated  above,  and  students  must  pursue  the  studies,  or 
as  many  of  them  as  they  are  able  to  pursue,  as  here  laid 
down. 

The  figures  denote  the  number  of  recitations  or  the  hours 
of  laboratory  practice  per  week. 

Courses  in  Agriculture. 

The  student  of  agriculture  unceasingly  deals  with  nature, 
and  is  thereby  brought  into  daily  contact  with  life  and  the 
sciences  relating  to  life.  In  the  management  of  soils  and  in 
the  use  of  tools  he  comes  in  contact  with  physical  and  me- 
chanical laws,  and  in  the  markets,  with  commercial  and  politi- 
cal laws.  Agriculture  deals  with  more  of  the  sciences  than 
does  any  other  industry;  a  thorough  agricultural  education 
has  become  more  nearly  a  liberal  education,  than  that  neces- 
sary to  any  other  industry  or  profession;  and  a  well  educated 
farmer  is  also  liberally  educated  as  a  citizen. 

In  the  course  of  instruction  in  agriculture,  few  studies  are 
involved  that  are  not  essential  to  the  most  successful 
farmer.  It  may  be  termed  a  course  in  the  applied  sciences. 

Heretofore  agriculture  has  been  without  guiding  laws.  It 
is  now  rapidly  becoming  the  most  learned  of  the  industries 
or  professions.  The  fascination  of  its  living  forms  and  the 


SCHOOL  AXJ)  FIRESIDE.  145 

certainty  of  its  laws  may  fairly  be  expected  to  attract  the 
highest  talent.  It  is  one  of  the  best  fields  for  industrial  en- 
terprise and  for  the  development  of  the  highest  order  of  in- 
tellectual and  physical  manhood. 

The  principal  and  most  profitable  industry  of  the  valleys 
of  Utah  and  adjacent  states,  for  many  years  to  come,  will 
probably  be  that  of  farming.  We  therefore  recommend  to 
students  generally  the  agricultural  course,  which  has  been 
especially  planned  for  practical,  well-educated,  and  broad- 
minded  agriculturists. 

Course  in  Mechanical  Engineering. 

The  course  in  mechanical  engineering  aims  to  equip  the 
student  with  the  especial  training  in  pure  and  applied  mathe- 
matics that  shall  qualify  him  to  deal  with  the  engineering 
problems  of  his  profession.  He  is  made  acquainted  with 
engineering  practice  and  thus  given  a  proper  ground-work 
for  a  professional  career. 

A  thorough  course  in  physics  supplements  the  training  in 
pure  and  applied  mathematics;  the  subjects  of  heat,  steam- 
engine,  steam-boilers,  electricity,  etc.,  added  to  the  two 
years  of  elementary  physics,  are  thought  to  conscitute  a  good 
scientific  basis  for  the  study  of  engineering. 

The  shopwork  of  the  course  includes  carpentry,  pattern- 
making,  forging,  filing,  and  machine-tool  work. 

The  work  in  drawing  comprises  the  solution  of  problems 
involving  geometric  principles  and  the  principles  of  projec- 
tion; sketches  of  machines  and  accurate  drawings  of  them; 
shading,  tinting,  and  descriptive  geometry. 

Course  in  Civil  Engineering. 

The  instruction  in  this  course  extends  over  a  period  of 
four  years,  and  is  designed  to  afford  a  training  of  a  practical 
as  well  as  theoretical  nature  to  such  students  as  are  preparing 


146  SCHOOL  AND  FIRESIDE. 

to  enter  the  profession  of  civil  engineering.  The  course  is 
also  intended  to  qualify  young  men  to  fill  other  positions  in 
life. 

In  Western  America  the  design  and  construction  of  irriga- 
tion works,  the  need  of  competent  managers  and  superinten- 
dents to  operate  them,  and  the  supervision  and  control  of  the 
public  waters,  require  men  trained  in  body  and  theory  and 
the  practice  of  hydraulic  engineering. 

In  the  construction  and  operation  ot  municipal  works, 
trained  specialists  are  rapidly  taking  positions;  so  that  there 
is  reason  to  hope  that  in  the  course  of  a  few  years  the  street 
supervisors,  building  and  sanitary  inspectors,  water,  sewer, 
and  gas  superintendents,  and  members  of  the  boards  of  public 
works  in  American  cities,  will  be  appointed  solely  on  the 
basis  of  efficiency  in  their  respective  departments. 

For  the  reasons  outlined,  greater  prominence  has  been 
given  to  the  studies  included  in  hydraulic  and  municipal  en- 
gineering. 

Farm  Irrigation  and  Irrigation  Engineering. 

The  College  aims  to  make  a  specialty  of  these  subjects. 
As  early  as  the  sub-freshman  year,  lectures  on  irrigation  en- 
gineering are  given  to  students  in  physical  geography,  in 
place  of  much  other  matter  usually  studied  in  that  class. 
Drainage  and  irrigation,  as  applied  to  farms  and  orchards, 
are  treated  at  length  in  the  course  in  agriculture.  Irrigation 
engineering  extends  over  two  terms  in  the  civil  engineering 
course.  The  publications  of  the  College  on  irrigation  repre- 
sent much  original  investigation  of  important  problems,  and 
the  results  are  of  great  value  to  students.  Irrigation  as  a 
special  course  is  open  to  those  who  desire  to  investigate  this 
subject  with  practical  ends  in  view;  and  it  is  likely  that  in 
the  near  future  a  four-year  course  in  Irrigation  engineering 
may  be  offered. 


SCHOOL  AND  FIRESIDE.  147 

Commercial  Course. 

Four  years  ago,  after  mature  reflection,  a  commercial 
course  of  two  years  was  placed  in  association  with  the  other 
courses  of  the  College.  This  course  offered  a  broader  general 
education  than  is  common  in  commercial  courses.  Last 
year  a  commercial  course  of  four  years  was  offered,  making 
an  entirely  new  departure  in  the  history  of  commercial  edu- 
cation in  this  country.  This  departure  was  based  upon  the 
success  of  the  two  years'  course  and  a  desire  to  bring  it  into 
harmony  with  the  aim  of  the  institution.  This  aim  is  a  lib- 
eral and  practical  education  for  the  industrial  classes — edu- 
cation for  citizenship  and  for  industrial  life.  No  other  large 
industrial  class  has  a  more  direct  and  important  relation  to 
the  material,  social,  and  political  life  of  the  nation,  and  it 
seems  that  if  a  general  education  should  be  associated  with 
technical  education  in  agriculture,  mechanic  arts,  civil  en- 
gineering, and  domestic  arts,  it  certainly  should  be  associated 
with  the  commercial  course.  The  success  of  the  courses  has 
exceeded  expectation.  This  success  is  ascribed  to  the  prac- 
tical character  of  the  technical  work,  and  to  the  fact  that 
associated  with  the  instruction  or  other  studies  which  give 
to  the  student  an  enlarged  view  of  his  varied  relations  as  a 
citizen  of  the  state.  The  course  is  broad  enough  to  prepare 
the  student  tor  teaching,  or  for  entering  upon  the  study  of 
law. 

Course  in  Domestic  Arts. 

The  course  for  young  women  is  in  general  the  same  as  for 
young  men  in  the  four  years'  course  in  agriculture,  except  in 
the  hours  devoted  to  shop,  farm,  or  horticultural  work.  In 
the  place  of  these  there  are  special  studies  adapted  to  woman's 
work. 

The  value  and  necessity  of  special  training  in  household 
economy  are  too  well  known  to  require  explanation. 


148  SCHOOL  AND  FIRESIDE. 

It  will  be  seen  that  special  attention  is  given  to  these 
branches  of  study  which  tend  to  adorn  life  in  the  sphere  in 
which  they  move. 

If  the  place  given  to  horticulture,  floriculture,  and  eco- 
nomic botany,  should  require  explanation,  it  may  be  suffici- 
ent to  say  that  this  line  of  work  has  a  fascination  for  all 
classes,  and  everywhere  claims  the  admiration  and  almost 
the  affection  of  every  person  of  refinement.  Household 
plants  and  the  farm  and  village  garden  are  always  objects  of 
interest  and  ot  importance  to  women,  and  often  the  source 
of  physical  health,  inducing,  as  they  do,  exercise  in  the 
open  air.  This  does  not  necessitate  the  added  drudgery  of 
physical  work  in  the  garden  any  further  than  pleasure  may 
dictate.  A  special  class  is  taught  in  floriculture,  especially 
as  adapted  to  window  gardening;  in  the  preparation  of  soil, 
and  in  the  growth  of  vegetables  and  small  iruits. 

Exercises  in  the  application  of  the  knowledge  acquired  in 
the  lecture-room  are  a  regular  feature  of  the  work.  Lectures 
on  chemistry  are  succeeded  by  cooking.  The  cooking  exer- 
cises are  accompanied  by  practice  in  table-setting,  table- 
waiting,  and  presiding  at  the  table  as  hostess. 

A  term's  work  is  given  to  the  study  of  foods,  with  refer- 
ence to  their  special  effects  on  the  human  system  in  both 
health  and  disease;  and  about  twenty-four  lessons  on  cooking 
for  the  sick  are  offered  in  the  last  term. 

In  dressmaking,  gowns  are  cut  out,  basted,  fitted,  draped, 
trimmed,  and  entirely  finished  by  the  student.  Regular 
practice  is  given  in  the  care  of  the  machine,  and  its  mechan- 
ism is  illustrated.  The  students  furnish  materials  and  make 
their  own  clothing. 

Dairying:  Very  decided  attention  is  given  to  this  most 
important  field  of  work,  over  which  woman  has  general 
charge.  Fortunately,  the  more  exacting  work  of  the  dairy 
now  falls  to  other  hands,  but  the  necessity  remains  for 
mastery  by  the  women  of  the  philosophy  of  darying. 


SCHOOL  AND  FIRESIDE.  149 

A  special  course  of  lectures  on  hygiene  is  given  to  the 
young  women  of  this  course. 

A  term  in  geometrical  drawing  and  a  term  in  advanced 
drawing  have  been  included,  in  order  that  those  students 
who  have  a  taste  for  these  accomplishments  may  acquire 
them. 

A  term  in  aesthetics,  the  science  of  taste  and  beauty,  and 
a  term  of  ethics  have  been  added  to  this  course,  in  the  belief 
that  these  studies  would  give  culture  and  refinement,  besides 
furnishing  wholesome,  mental  discipline  in  the  analysis  of 
philosophic  theories,  and  systems  of  health. 

THE    DISTRICT    SCHOOLS. 

The  district  schools  constitute  the  basis  of  the  educational 
structure  in  Utah,  and  as  such  demand  the  combined  solici- 
tude, protection,  and  fostering  care  of  the  legislative,  judicial, 
and  educational  powers  of  the  people. 

The  common  schools  reflect,  in  the  average,  better  than 
anything  else,  the  intellectual  standard  of  a  people.  Nations 
in  antiquity  as  well  as  in  modern  times,  have  produced  men 
and  women  of  great  erudition,  mighty  in  intellect,  and  of 
wonderful  achievements  in  science,  literature,  art,  statesman- 
ship, strategy,  and  mechanism,  while  yet  the  majority  of  the 
people  have  been  left  to  grovel  in  ignorance,  superstition, 
misery,  and  spiritual  and  temporal  servitude. 

The  enlightenment  of  the  few  out  of  the  many  creates 
merely  an  intellectual  aristocracy.  That  kind  may  be  pre- 
ferable to  the  aristocracy  of  birth,  and  is  certainly  superior 
to  the  despicable  aristocracy  of  wealth,  but  it  is  an  aristoc- 
racy still,  with  all  its  arrogant  presumption  and  assumption 
of  privileges  over  the  rights  of  the  less  favored. 

A  people  can  realize  the  full  meaning  of  liberty  only  when 
common  education  is  extended, so  that  every  child  may  have 


150  SCHOOL  AND  FIRESIDE. 

a  chance  to  acquire  a  degree  of  culture  that  shall  give  his 
abilities  an  even  show  among  his  fellow-men. 

The  drafts  upon  the  public  treasury  for  the  various  pur- 
poses of  the  great  machinery  ot  state  management,  are  some- 
times a  heavy  burden  upon  the  people  and  constitute  the 
subject  of  animated  discussion  by  legislators,  the  public  press, 
and  the  people  generally.  Whatever  the  merits  or  demerits 
of  many  of  these  items  of  direct  or  indirect  taxation  may  be, 
there  is  one  regarding  which  no  diversity  of  opinion  should 
exist  to  weaken  the  efforts  made  to  carry  it  to  a  success- 
ful issue.  This  item  is  the  liberal  support  of  our  district 
schools. 

Great  nations  may  spend  the  greater  part  of  their  whole 
revenue  for  military  purposes  as  a  testimony  of  the  strength 
of  the  fragments  of  barbarism  still  remaining  in  our  modern 
civilization.  Others  may  direct  it  into  the  channels  of 
material  interests  and  improvements,  which  is  a  step  higher 
in  the  scale;  but  to  spend  it  for  the  intellectual  and  moral 
advancement  of  the  people,  is  an  investment  which  anywhere 
will  make  more  than  a  hundred  fold  returns. 

Although  finances  are  considered  the  nervus  rcrum  in  all 
public  affairs  and  constitute  in  educational  matters  a  no  less 
important  factor,  there  is  another  agent  of  equal  force,  that 
has  not  received,  as  yet,  so  general  a  recognition  as  the  im- 
portance of  the  case  requires;  I  refer  to  the  moral  and  intel- 
lectual efficiency  of  teachers. 

Erect  a  magnificent  school  building  and  furnish  it  with  all 
the  appurtenances  of  modern  education,  and  yet  the  school 
may  prove  a  failure,  because  the  teachers  employed  in  it  do 
not  possess  the  qualifications  which  a  progressive  community 
has  a  right  to  expect  from  the  instructors  of  its  children. 

Where  rests  the  blame?  Without  any  circumlocution,  I 
shall  answer  this  question  by  saying:  It  rests  with  the  people 
themselves.  There  are  several  causes  at  work  to  interfere 


SCHOOL  AND  FIRESIDE.  I  5 1 

with  the  engagement  of  efficient  teachers,  the  most  promin- 
ent among  them  being  politics.  As  long  as  the  people  will 
consent  to  the  handling  of  educational  affairs  in  the  interest 
of  political  parties,  so  long  will  the  public  school  be  a  shuttle- 
cock for  politicians,  and  real  merit  and  professional  efficiency 
come  into  consideration  only  so  far  as  they  can  be  made  sub- 
servient to  partisan  politics. 

The  second  great  obstacle  in  the  advancement  of  the  dis- 
trict school  to  a  higher  grade  of  efficiency,  is  the  annual 
change  of  teachers.  From  among  the  many  disadvantages 
of  this  mode  of  procedure,  I  select  only  some  of  the  most 
glaring. 

The  system  of  obliging  teachers  to  perambulate  around  the 
country  from  school  to  school  and  of  being  subject  to  the 
whims  and  political  proclivities  of  trustees,  whose  tenure  of 
office  is  also  dependent  upon  partisan  preferences,  discourages 
many  selt-respecting  young  people  whose  moral  and  intellec- 
tual endowments  would  eminently  qualify  them  for  the 
educational  profession,  and  causes  them  to  choose  other 
careers. 

It  should  be  the  endeavor  of  school  authorities  to  reach  as 
nearly  as  possible,  permanency  of  engagement  of  efficient 
and  trustworthy  teachers,  by  establishing  periods  of,  say, 
five  years  of  continuous  service,  after  which  a  teacher  should 
not  be  discharged  except  for  cause  or  by  mutual  agreement. 

The  short  periods  during  which  so  many  district  schools 
are  kept  open  each  year  is  another  drawback  to  educational 
interests.  Not  alone  that  by  three  or  five  months  "school- 
ing" a  year,  the  amount  of  education  furnished  a  child  is  in- 
adequate to  the  requirements  of  the  present  state  of  civiliza- 
tion, but  that  also  the  kind  is  in  many  cases  far  below  the 
average.  The  reason  for  this  is  plain.  Teachers  engaging 
in  such  schools  will  be  under  the  necessity  either  of  following 
some  other  occupation  for  the  rest  of  the  year  in  order  to 


152  SCHOOL  AND  FIRESIDE. 

make  a  living,  or  of  taking  up  teaching  only  to  fill  out  the  time 
when  work  is  slack  in  their  other  lines  of  business.  In  both 
cases  interest,  sympathy,  and  energy  are  divided,  and  the 
school  is  the  heavy  loser. 

Unfortunately  many  communities  labor  under  the  halluci- 
nation that  the  term  "free  schools"  means  running  the  district 
school  just  as  long  as  their  share  of  the  school  fund  will  carry 
it,  instead  of  regarding  this  allotment  only  as  a  subsidy  to 
their  own  endeavors  for  its  maintenance  during  the  full  school 
year.  As  soon  as  this  erroneous  view  can  be  corrected,  a 
vast  step  forward  will  have  been  made  toward  getting  better 
teachers  and,  consequently,  better  schools. 

This  imperfect  condition  of  things  produces  another  deteri- 
orating effect.  Many  teachers,  after  having  become  efficient 
by  experience,  devotion,  and  study,  are  forced  eventually  to 
quit  the  profession  for  more  lucrative  pursuits,  just  when 
their  services  have  become  most  valuable.  Their  places 
have  to  be  filled  by  comparatively  inexperienced  beginners, 
and  thus  the  mill  keeps  on  grinding,  turning  out  efficient 
teachers  for  other  professions  and  everlastingly  beginning 
anew  with  novices.  Education  pays  the  bill. 

Let  us  make  it  worth  while  for  the  best  elements  from 
among  the  educated  classes  to  choose  the  teacher's  profession 
rather  than  any  other,  and  then  stay  with  it.  Let  us  raise 
the  standard  of  moral  and  intellectual  requirements  for  teach- 
ers as  high  as  possible,  and  make  the  compensation  in  pro- 
portion. 

Whatever  superstructure  in  the  shape  of  high  schools  and 
university  it  may  then  be  desirable  to  raise  upon  this  founda- 
tion, there  will  never  be  wanting  fine  material  for  it.  The 
general  intelligence  and  sound  moral  principles  of  the  citizens 
of  Utah, will  make  themselves  felt  in  the  legislative  halls,  the 
courts  of  justice,  in  every  sphere  of  public  activity,  and  last 
but  not  least  of  all,  at  the  firesides  of  the  people. 


SCHOOL  AND  FIRESIDE.  153 

HIGH    SCHOOLS. 

For  a  long  time,  the  gap  between  the  district  schools  and 
the  University  was  periodically  sought  to  be  filled  by  district 
school  teachers  who  attempted  to  conduct  higher  classes,  es- 
pecially in  mathematics,  but  were  able  to  do  it  only  to  the 
detriment  of  their  more  legitimate  work.  Various  denomin- 
ational schools  also  did  some  creditable  work  in  this  direc- 
tion. But  the  real  preparatory  labor  for  university  courses 
had  to  be  done  at  the  University  itself;  for  the  preparation 
done  elsewhere  proved,  in  too  many  instances,  unsatisfactory. 

This  necessity  and  the  limited  means  at  disposal  proved 
serious  drawbacks  to  the  advancement  of  our  chief  educa- 
tional institution.  The  necessity  of  establishing  separate 
High  schools  as  connecting  links  between  the  district  schools 
and  the  University,  became,  in  consequence,  apparent  to  the 
most  casual  observer. 

To  the  honor  of  the  Board  of  Education  of  Salt  Lake  City 
be  it  said,  that  they  ventured  upon  the  undertaking  in  the 
face  of  formidable  financial  difficulties,  and  organized  a  High 
school  that  is  a  worthy  pattern  for  all  schools  of  the  same 
grade  everywhere. 

But  the  defect,  spoken  of  already  in  connection  with  the 
district  schools,  is  yet  more  serious  in  its  consequences  in 
these  High  schools.  This  point  is  treated  upon  more  explic- 
itely  in  subjoined  contribution  of  mine  to  "The  Utah  Univer- 
sity Quarterly"  of  June,  1895,  inserted  here  by  kind  permis- 
sion of  the  publishers  of  that  periodical. 

DENOMINATIONAL!    TEACHING    FOR    PUPILiS    OF    JUGH   SCHOOLt 

GRADE. 


Ry  the  General  Superintendent  of  Latter-day  Saint  Schools. 

That  the  influence  of  education  is  paramount  to  every  other 
agency  in  the  construction  and  further  development  of  civil- 


I  54  SCHOOL  AND  FIRESIDE. 

ized  society,  goes  without  saying-;  and,  on  that  account,  the 
noblest  efforts  of  divines,  philosophers,  and  statesmen,  have 
been  engaged  in  the  consideration  of  this  all-important  sub- 
ject. They  all  have  had  to  follow  the  principle  of  a  surveyor 
who  starts  out  to  locate  a  railroad  or  a  canal.  He  ascertains 
his  starting  point  and  his  terminus  and  then  shapes  his  course 
according  to  the  conditions  of  the  intervening  ground.  The 
starting  point,  therefore,  and  the  terminus,  determine  the 
direction  of  the  whole  survey.  This  is  exactly  the  proposi- 
tion that  confronts  education. 

What  is  the  ultimate  aim?  Where  is  the  most  suitable 
starting  point?  These  are  questions  the  solution  of  which 
furnishes  the  keynote  for  the  tendency  of  the  whole  course 
connecting  the  ends. 

Lycurgus  considered  the  cultivation  of  the  material  propen- 
sities of  the  citizens  of  a  warlike  state,  the  crowning  glory  of 
education,  hence  his  austere  training  of  the  youth  has  become 
proverbial,  as  Spartan,  until  our  day.  Plato,  by  his  trancend- 
ental  philosophy,  contributed  much  to  the  laxity  of  Grecian 
morals,  while  Socrates  came  nearer  to  the  discovery  of  the 
true  motive  power  of  education  than  any  philosopher  before 
or  after  him.  There  is  Seneca,  the  moralist  of  refinement, 
whose  educational  efforts  suffered  such  a  terrible  fiasco  in  his 
pupil  Nero;  and  Confucius,  whose  code  of  ethics,  Jacking 
spirituality,  laid  the  foundation  of  the  stereotyped  condition 
of  the  Chinese.  There  are  also  the  self-styled,  but  falsely 
styled,  philosophers  of  our  day,  especially  of  the  unphilo- 
sophical  and  rampant  evolutionary  school  with  its  disinte- 
grating tendencies.  This  influnce  upon  the  cause  of  educa- 
tion is  not  only  pronounced  in  the  halls  of  universities  and 
colleges,  but  after  having  established  itself  also  in  high 
schools,  is  reaching  down  into  the  common  schools  of  our 
land,  whence  it  will  enter  to  the  firesides  of  the  people  and 
control,  finally,  the  civilization  of  the  age. 


SCHOOL  AND  FIRESIDE.  I  5  5 

The  ultimate  tendency  of  this  extreme  kind  of  teaching 
would  lead  to  the  pessimism  of  the  Schopenhauer  philosophy, 
expressible  in  the  simple  formula:  "Life  is  not  worth  living." 
A  philosophy  ot  education  with  such  a  conclusion  as  its  out- 
come, is  compelled  to  look  around  for  some  animating  prin- 
ciple to  give  cohesion  to  its  interpretation  of  life.  This  modus 
vivendi  is  believed  to  be  found  in  emulation. 

Thoughtful  educators,  however,  discovering  that  this 
principle  is  likely  to  develop  into  unbridled  ambition,  have 
endeavored  to  check  its  deteriorating  tendency  by  the  intro- 
duction of  ethics.  Now,  ethics,  without  a  foundation  of 
positive  religion,  is  itself  empirical  in  its  nature,  and  the  out- 
growth instead  of  the  shaper  ot  civilization.  Ethics,  pure 
and  simple,  substitutes  respectability  for  character,  decorum 
for  virtue,  and  measures  purity  of  the  soul  by  a  utilitarian 
standard. 

This  principle  of  emulation,  propped  up  by  the  "soft  and 
pliant  pillow,"  ethics,  has  proven,  therefore,  an  insufficient 
motive  power  for  education  to  prepare  mankind  gradually 
from  generation  to  generation  more  thoroughly  for  its  final 
destiny.  This  destiny  is  expressed  in  the  words  of  the  Great 
Teacher  of  Nazareth:  "Be  ye  therefore  perfect  as  your  Father 
in  heaven  is  perfect."  There  is  more  vitality  in  these  words, 
spoken  by  "one  having  authority,"  than  can  be  gathered 
from  all  the  philosophers  of  ancient  and  modern  times,  and 
education  finds  in  them  a  surer  guide,  than  the  skepticism  of 
agnostics  can  furnish  with  its  ethics. 

But  the  uncertainty  in  the  matter  of  final  aims  is  not  the 
only  objectionable  feature  of  this  mere  secular  education. 
There  is  a  greater  danger  connected  with  it.  According  to 
the  educational  maxim,  that  no  teacher  can  give  what  he  does 
not  himself  possess,  an  agnostic  or  infidel  teacher,  being 
devoid  of  religious  faith  ,  can  not  cultivate  it  in  his  pupils. 

I  speak  not  here  of  any  particular  faith  or  profession:  Sec- 


156  SCHOOL  AND  FIRESIDE. 

tarian  bias  should  not  be  considered  in  the  argument.  It  is 
much  better  for  a  human  being  to  have  a  mis-directed  faith, 
than  to  have  no  faith  at  all.  Faith  operates  on  the  same 
principle  as  the  forces  of  nature.  Light  and  heat,  for  instance, 
when  once  generated,  may  be  misapplied,  occassionally,  yet 
are  capable  of  being  put  to  proper  use;  when  there  is  no  light 
or  heat  at  all,  a  proper  use  is  impossible,  and  their  absence 
may  prove  of  serious  consequence  in  certain  emergencies. 
Thus  it  is  with  religious  faith.  Though  misapplied,  or  degen- 
erated into  bigotry,  fanaticism,  or  superstition,  it  yet  may  be 
turned  to  the  comprehension  and  practice  of  divine  principles 
of  salvation:  but  when  infidelity  has  taken  root  in  the  mind, 
or  skepticism  has  thrown  its  withering  blight  over  the  heart, 
a  mental  condition  ensues  comparable  to  consumption  in  the 
physical  body.  Consumption  incapacitates  a  man  for  physical 
exertion;  skepticism  produces  the  same  effect  in  regard  to 
spiritual  efforts. 

I,  therefore,  would  sooner  see  a  pupil  in  the  early  stages 
of  his  school  life  exposed  to  the  dangers  of  an  infectious 
disease,  and  trust  to  medical  treatment  or  other  means  for 
recovery,  than  to  see  him  exposed  to  the  influence  of  an 
atheistic  teacher,  or  one  infected  with  the  skepticism  of 
agnostics.  The  symptoms  in  the  former  case  are  sooner  dis- 
covered and  more  easily  counteracted,  while  in  the  latter 
instance,  they  make  their  appearance  mostly  when  the 
patient  is  too  far  advanced  in  this  malady. 

In  consideration  of  these  facts,  divines  of  many  churches 
haye  emphatically  protested  against  the  exclusively  secular 
system  of  education  prevailing  in  our  country,  particularly 
in  secondary  or  high  school  grades,  and  have  sought  a  share 
in  the  educational  interest. 

The  necessity  for  this  demand  is  especially  apparent  in  the 
schools  of  secondary  grades,  where  the  students,  in  the  most 
susceptible  period  of  their  lives,  are  removed  from  the  purify- 


SCHOOL  AND  FIRESIDE.  157 

ing  influences  of  the  parental  hearth.  According  to  the 
testimony  of  workers  in  such  schools, corroborated  by  that  of 
other  trustworthy  witnesses,  the  moral  standard  of  a  great 
number  of  students  in  some  of  these  institutions  is  deplorably 
low.  From  these  schools  are  expected  to  issue  forth  men 
that  are  destined  to  be  leaders  in  state  affairs,  sciences,  arts, 
commerce,  and  society,  and  yet  they  carry  with  them  the 
virus  of  corruption  and  unbelief.  What  wonder  then,  that 
integrity,  purity,  and  self-sacrifice  for  the  welfare  of  the 
public,  are  supplanted  by  selfishness,  gratification  of  sensual 
or  low  desires,  and  betrayal  of  public  trust. 

To  stay  this  flood  of  corruption  and  disregard  of  the  Divine 
Word,  which  threatens  to  overflow  the  glorious  achievements 
of  modern  civilization  and  the  institutions  of  our  country, 
conscientious  teachers,  and  far-seeing  statesmen,  recognize 
the  necessity  of  introducing  the  religious  element,  cleansed 
from  sectarian  prejudices,  into  at  least  the  secondary  depart- 
ments of  our  educational  system.  In  lower  grades,  the  child- 
ren ought  to  be,  and  usually  are,  more  truly  the  subjects  of 
home  care.  In  the  institutions  of  most  advanced  teaching, 
the  pupils  are  generally  men  and  women,  with  at  least  the 
lines  of  their  character  defined,  and,  withal,  more  capable  of 
looking  after  themselves.  If  those  lines,  developed  through 
the  schools  of  lower  grade,  and  the  influences  of  a  pure  home 
atmosphere,  have  been  directed  toward  a  God-seeking  life, 
the  danger  of  spiritual  dwarfing  through  subsequent  influ- 
ences will  be  less  alarming.  Of  all  divisions  of  our  public 
school  organization,  the  High  school  is  least  provided  for;  and 
it  is  in  the  effort  to  fill  this  gap  in  the  system,  that  denomina- 
tional academies  and  seminaries  flourish  as  they  do.  This  is 
the  most  promising  and  desirable  field  tor  such  institutions 
to  work  in.  The  High  school  student  should  be  urged  to  seek 
religious  instruction  according  to  the  denomination  whose 
doctrines  he  chooses  to  follow.  The  requirement  wisely 


158  SCHOOL  AND  FIRESIDE. 

established  by  law  that  in  schools  maintained  by  the  state, 
and  supported  by  the  taxation  of  all  classes,  no  sectarian  in- 
struction shall  be  allowed,  is  no  bar  to  a  proper  course  along 
this  line  of  necessary  culture.  Clubs,  classes,  or  other  organ- 
izations may  be  established  outside  of,  yet  in  harmony 
with,  the  schools,  for  the  benefit  of  the  pupils  and  others  of 
sufficiently  mature  years,  by  any  and  all  denominations  that 
profess  a  standing  in  the  community.  Religious  study  can 
be  followed,  as  the  writer  knows  from  ample  experience,  sub- 
ject to  the  same  rules  of  order,  attendance,  and  efforts  to- 
ward progress,  as  are  required  in  other  branches  of  study; 
and  all  such  instruction  should  be  directed  toward  the  exclu- 
sion, and  the  final  banishment  of  the  baneful  spirit  of  sec- 
tarian animosity.  Everyone  should  be  willing  to  accord  to 
his  neighbor's  beliefs  and  practices  the  respect  he  desires  for 
his  own.  Neither  secular  nor  religious  duties  ought  to  be 
neglected;  training  on  each  of  these  lines  is  essential  to  the 
harmonious  development  of  the  soul  indicated  in  the  admon- 
ition of  Christ,  already  quoted. 

The  realization  of  so  glorious  an  end  is  devoutly  to  be 
wished;  and  it  would  seem  that  the  experiment  is  worthy  the 
consideration  of  thinking  men.  Its  success  would  indicate 
the  dawning  of  a  day  of  peace  in  Utah. 


SCHOOL  AND  FIRESIDE.  159 

CHAPTER  III. 


OUR  CHURCH  SCHOOL  SYSTEM. 


INTRODUCTION. 

\VlTH  a  consistency  worthy  of  a  better  cause,  the  world  at 
large  has  persisted  in  accusing  the  Mormon  people  and  their 
leaders,  of  being  not  only  indifferent  but  actually  opposed  to 
education,  which  false  notion  has  been  nursed  and  kept  alive 
by  reports  from  men  that  came  into  our  midst  blinded  by 
prejudice,  and  often  impelled  by  mercenary  motives. 

To  exonerate  the  Mormon  people  and  their  leaders  from 
this  vile  charge,  a  few  facts  bearing  upon  the  case  are  here 
presented.  They  will,  I  trust,  suffice  to  show  not  only  the 
baseness  of  these  reports,  but  will  serve  to  convince  every 
unprejudiced  mind  of  the  contrary. 

The  spirit  of  education  has  been  engendered  in  the  hearts 
of  Latter-day  Saints  from  the  earliest  days  of  the  church,  by 
the  earnest  teachings  of  the  Prophet  Joseph  Smith  himself. 
He,  realizing  the  lack  of  education  in  the  days  of  his  own  child- 
hood, not  only  took  pains  to  admonish  his  followers  to  avail 
themselves  of  every  opportunity  for  getting  knowledge,  but 
set  the  example  himself  by  calling  efficient  teachers  to  Kirt- 
land,  by  the  assistance  of  whom  he  and  other  leading  men  of 
his  people  obtained  a  degree  of  learning  that  raised  them  far 
above  the  average,  while  some  of  them,  as  for  instance,  Pro- 
fessor Orson  Pratt,  attained  great  renown  in  philosophy  and 
mathematics. 

When,  following  the  martyrdom  of  the  Prophet,  the  Saints 
had  been  expelled  from  Nauvoo,  and  after  their  long  and 
tedious  wanderings  across  the  plains  had  settled  in  these 


160  SCHOOL  AND  FIRESIDE. 

valleys,  their  new  leader,  President  Brigham  Young,  made 
it  one  of  his  first  concerns  to  instruct  the  people,  even  in  the 
rnidst  of  their  struggles  for  the  necessities  of  life,  to  start 
schools  for  their  children  as  best  they  could.  It  was  not  an 
uncommon  thing  in  those  days  to  see  older  persons  in 
school  going  through  their  lessons  just  the  same  as  did  the 
children. 

It  is  true,  there  was  not  much  of  a  system,  there  were  no 
text-books,  or  utensils  worth  mentioning,  and  teachers  made 
no  pretentious  to  professional  efficiency.  Yet  in  those  log 
houses,  many  a  man  and  woman,  who,  since  then,  by  their 
wisdom  and  integrity  have  risen  to  eminence  and  influence, 
found  the  starting  point  for  their  usefulness  in  later  days. 

Improvements,  however,  followed  one  another  in  rapid 
succession.  The  Legislatures  enacted  laws  for  the  benefit  of 
common  schools;  a  few  professional  teachers  from  abroad 
found  their  way  to  Zion;  a  Board  of  Regents  for  a  University 
was  organized;  the  Seventies  started  a  series  of  lectures  in 
their  assembly  hall;  articles  on  educational  subjects  appeared 
frequently  in  the  Deseret  News;  more  suitable  buildings, 
answering  the  double  purpose  of  meetinghouse  and  school- 
room, were  erected;  and  a  more  systematic  course  of  teaching, 
as  indicated  by  newly  imported  school  books,  took  the  place 
oi  the  primitive  and  promiscuous  style  of  "keeping  school." 

Slow  as  these  successive  steps  may  have  appeared  to  an 
impatient  educator,  they  were  the  natural  outgrowth  of  the 
conditions  surrounding  the  people,  and  are  far  too  much  to 
the  credit  of  the  struggling  pioneers,  to  give  any  color  of 
truth  to  the  unjust  charge  of  willful  neglect. 

Whatever  delects  of  practice  may  be  pointed  out  in  that 
period  of  our  educational  history,  the  fundamental  principles 
of  Latter-day  Saint  education  were  as  plainly  marked  then 
as  they  are  now,  viz:  a  religious  foundation,  consisting  of 
reverence  for,  and  obedience  to,  the  revealed  Word  of  God, 


SCHOOL  AND  FIRESIDE.  161 

and  a  living  testimony  of  the  divinity  of  the  Latter-day 
Work.  The  immediate  and  practical  use  of  school-room 
acquirements,  the  pursuance  of  science,  literature,  and  art, 
with  careful  avoidance,  as  far  as  possible,  of  the  human  adul- 
terations in  them;  the  formation  of  character  for  integrity, 
truthfulness,  chastity,  love,  and  independence;  and  finally  a 
close  connection  between  school  and  fireside. 

These  principles  were  inculcated,  not  only  in  most  of  our 
common  schools,  but  also  in  Sunday  schools,  Mutual  Im- 
provement Associations,  and  Primaries,  of  which  institutions, 
more  will  be  said  hereafter  under  their  respective  heads.  In 
addition  to  this,  special  theological  classes  under  the  name  of 
"The  School  of  the  Prophets"  were  organized  in  several 
leading  localities  and  conducted  by  the  authorities  of  the 
church.  In  fact,  there  is  no  people  known  to  history  that 
has  ever  manifested  the  spirit  of  education  to  so  marked  an 
extent  as  the  Latter-day  Saints.  This  assertion  may  appear 
presumptuous  to  one  that  is  accustomed  to  value  things  only 
according  to  the  display  they  make  as  to  number,  size,  out- 
ward appearance,  or  popularity;  but  a  close  observer  recog- 
nizes the  value  of  a  tiny  oak  sapling  in  centra-distinction  to 
that  of  a  full-grown  corn-stalk. 

Alter  all  these  struggles,  che  time  finally  arrivedy  when  the 
educational  ideas  that  had  gradually  developed  among  our 
people,  could  assume  definite  'shape  and  materialize  in  the 
the  form  of  institutions  of  learning.  To  this  end,  President 
Brigham  Young,  by  a  deed  of  trust,,  executed  October  16, 
18/5.  organized  the  Brigham  Young  Academy,  at  Provo; 
and  one  year  later  he  founded  the  Brigham  Young  College, 
at  Logan,  handsomely  endowing  both  institutions  from  his 
own  means,  and  outlining  in  some  measure  the  spirit  and 
mode  of  instructions  to  be  pursued  in  them.  Thus  was  created 
a  nucleus  around  which  a  system  of  schools  could  be  grouped 
as  soon  as  these  parent  institutions  should  demonstrate  to  the 


1 62  SCHOOL  AND  FIRESIDE. 

people  the  advantages  of  the  special  kind  of  training  to  be 
given  therein. 

The  organization  oi  similar  schools  soon  followed  at  Salt 
Lake  City,  Fillrnore,  St.  George,  and  Ephraim.  After  four- 
teen years  of  experience  in  these  several  schools,  it  was 
decided  by  President  Wilford  Woodruff  (in  behalf  of  the 
Quorum  of  the  Twelve  Apostles,)  to  organize  a  General 
Board  of  Education  of  the  Church  of  Jesus  Christ  oi  Latter- 
day  Saints,  under  whose  leadership  a  general  system  of  church 
schools  was  to  be  organized.  This  action  brought  things  to 
a  focus.  From  the  center  thus  established  issued  vivifying 
impulses  which  haye  inspired  the  founding  of  academies  and 
seminaries  all  over  Utah  and  in  adjacent  States  and  Terri- 
tories; and  the  work,  thus  begun  in  faith,  carried  on  in  devo- 
tion, and  supported  by  generous  sacrifices,  will  extend  its  ram- 
ifications into  every  hamlet  in  Zion,  and  shed  the  luster  of 
its  benign  influence  upon  every  fireside  of  the  Saints. 

God  speed  the  work. 

AUTHORITIES. 

The  General  Board  of  Education,  consisting  of  nine  mem- 
bers, appointed  by  the  Quorum  of  the  Twelve  Apostles, 
was  organized  June  8,  1888.  The  first  act  of  this  body  was 
to  issue  on  the  above  date  a  circular  signed  by  President 
Wilford  Woodruff,  and  addressed  to  all  Stake  Presidents,  as 
chairman,  instructing  them  to  organize  a  Stake  Board  of 
Education  to  facilitate  and  superintend  the  establishment  and 
conduct  of  church  schools  in  their  respective  Stakes. 

The  appointment  of  a  general  Superintendent  of  Latter- 
day  Saints'  Schools  and  of  a  Church  Board  of  Examiners 
soon  followed,  so  that  the  new  organization  might  be  in  com- 
plete working  order. 

The  results  of  this  new  order  of  things  began  soon  to  make 
themselves  felt  not  only  throughout  Utah,  but  in  Idaho, 


SCHOOL  AND  FIRESIDE.  163 

Arizona,  Colorado,  New  Mexico,  and  even  as  far  as  Old 
Mexico  in  the  south,  and  Canada  in  the  north.  Colleges, 
Academies,  Seminaries,  and  Religion  Classes  sprang  into 
existence,  and  some  of  these  of  the  Intermediate  Grade  mul- 
tiplied very  rapidly,  reaching  the  number  of  forty  within 
three  years,  with  over  7,000  students^  and  119  teachers. 

The  General  Board  issued  several  circulars  for  the  infor- 
mation of  the  public,  the  guidance  of  boards  and  faculties^- 
and  the  instruction  of  teachers,  in  regard  to  their  respective 
duties  and  requirements. 

By  arrangement  of  the  General  Board,  information  and  in- 
struction in  regard  to  church  school  matters  were  to  be 
published  periodically^- in  the  Juvenile  Instructor,  as  official 
organ,  under  the  head  of  "Church  School  Papers",  by  the  Gen- 
eral Superintendent. 

Standards  of  efficiency  for  teachers  of  the  various  grades 
and  courses  were  determined  by  the  Board  of  Examiners, 
and  submitted  to  and  approved  by  the  General  Board,  sub- 
ject to  such  modifications  as  circumstances  and  the  progress 
of  the  work  might  make  necessary. 

Annual  licenses  to  teach  one  year  are  issued  for  professors 
and  teachers  of  any  grade.  These  are  not  to  be  extended 
without  consent  of  the  President  of  the  Board,  and  then  only 
in  exceptional  cases.  After  the  first  year's  service,  teachers 
are  required  to  pass  examination  before  the  Board  of  Exam- 
iners who  issue  "Standing  Certificates"  or  "Diplomas"  accord- 
ing to  the  grade  passed  in.  Diplomas  for  recognized  insti- 
tutions of  learning,  presented  by  candidates,  receive  due 
consideration  in  the  matter  of  corresponding  branches  of 
study. 

By  petition  of  the  General  Board  of  Education,  the  Church 
sometimes  makes  appropriations  for  the  assistance  of  the 
Stake  Boards  in  the  maintenance  of  schools  in  their  respec- 
tive Stakes.  The  attendance  in  church  schools  is  not  de- 


1 64  SCHOOL  AND  FIRESIDE. 

signed  to  be  exclusive  for  such  as  can  afford  the  tuition.  It 
is  desirable  to  bring  it  within  the  reach  of  the  poorest  in  the 
land,  if  possible.  Schools  can  never  be  self-supporting  insti- 
tutions. The  stress  of  competition  is  too  great  for  any  in- 
stitution to  grow  without  endowments  or  public  taxation. 
Our  church  schools  thus  far  have  not  the  former  and  can 
never  have  the  assistance  of  the  latter,  hence  the  necessity 
of  occasional  appropriations  by  the  Church.  It  is  expected, 
however,  that  every  stake  or  locality,  maintaining  a  church 
school,  will  do  its  utmost  to  carry  on  the  work  from  its  own 
resources,  before  calling  on  the  General  Board  for  assistance 
in  current  expenses  or  for  building  purposes. 

The  various  Church  boards  of  education  are  expected  to 
hold  regular  quarterly  meetings  at  fixed  dates,  besides 
special  meetings  whenever  ocassions  shall  require,  keeping 
careful  records  of  all  proceedings,  which  records  are  subject 
to  the  inspection  of  the  General  Superintendent  during  his 
periodical  visits. 

The  faculties  of  the  Church  schools  are  to  hold  regular 
weekly  meetings,  the  day  and  hour  to  be  as  punctually  ob- 
served as  in  the  case  of  any  branch  of  study  on  the  daily 
program.  Their  respective  Boards  ought  to  be  made 
acquainted  with  the  time  so  as  to  enable  any  member  to 
attend  whenever  convenient  and  get  the  information  he  may 
desire.  Such  member,  however,  has  not  the  right  to  inter- 
rupt the  proceedings.  Upon  representation  of  the  Principal, 
or  any  member  of  the  Board  in  cases  of  serious  misdemeanor 
beyond  the  jurisdiction  of  the  regular  school  discipline,  an 
Academic  Council  may  be  called  by  the  President  of  the 
Board.  This  council  should  consist  of  at  least  three  members 
of  the  Board  arid  of  the  whole  faculty,  and  be  presided  over 
by  the  President  of  the  Board  or  any  member  of  the  Board 
whom  he  may  designate.  The  defendant  has  the  right  ot 
appeal  to  the  General  Board  of  Education.  Expulsion  from 


SCHOOL  AND  FIRESIDE.  165 

any  church  school  by  decision  of  an  Academic  Council  would 
exclude  the  offender  from  entrance  into  any  other  church 
school,  unless  he  obtains  pardon  from  the  Council  that  ex- 
pelled him. 

It  is  the  duty  of  the  General  Superintendent  to  visit  each 
Church  school  at  least  once  a  year,  examine  the  records,  meet 
with  the  Faculties,  with  the  respective  Boards,  address  public 
assemblies  in  the  interest  of  our  educational  system,  main- 
tain a  correspondence  with  each  Principal  during  each  term, 
and  collect  annually  the  statistical  and  financial  reports  from 
all  the  schools,  compiling  them  and  making  a  summary  for 
the  information  of  the  General  Board. 

As  the  members  of  the  General  Board  are  submitted  to  the 
General  conferences  of  the  Church  in  April  and  October  of 
each  year  for  acceptance  or  rejection,  so  every  Stake  Board 
is  to  be  voted  for  in  like  manner  at  quarterly  Stake  confer- 
ences, and  where  local  or  Seminary  Boards  are  organized, 
the  same  is  to  be  done  with  them  at  the  respective  \Vard 
conferences. 

The  various  Stake  Boards  are  also  instructed  to  appoint 
visiting  committees  whose  duty  it  is  to  visit  their  respective 
schools  at  least  once  each  term  during  one  whole  day,  ex- 
amine the  records,  meet  with  the  faculty  in  special  session  if 
they  should  desire  to  do  so,  and  make  a  written  report  to 
their  board  concerning  the  condition  of  the  school  as  they 
find  it.  Besides  this  official  visit  by  the  visiting  committee, 
every  member  of  the  board  is  expected  to  pay  occasional 
visits  to  the  school  and  to  inform  itself  about  its  affairs,  and 
to  do  everything  in  his  power  to  advance  the  interests  of 
the  school.  Every  board  should  have  at  least  one  lady  mem- 
ber. 

The  principals  of  Church  schools  are  held  responsible  for 
the  spiritual,  moral,  and  intellectual  condition  and  progress 
of  their  respective  institutions.  In  view  of  this  fact,  the 


1 66  SCHOOL  AND  FIRESIDE. 

selection  of  principals  and  teachers  is  a  matter  of  great 
moment,  and  the  General  Superintendent  has  strict  instruc- 
tions to  guard,  with  the  most  earnest  solicitude,  the  entrance 
into  our  Church  school  system  of  any  undesirable  elements. 
Boards  of  education  are  instructed  to  have  also  a  matron 
appointed  for  their  respective  institutions  to  give  such  instruc- 
tions of  a  moral  and  physical  nature  to  the  lady-students  as 
may  be  deemed  most  suitable  for  their  sex.  Modes  of  in- 
struction and  discipline  are  thus  provided,  which,  by  com- 
bining scholastic  with  domestic  education,  are  likely  to  secure 
to  our  students  an  intellectual,  moral,  and  spiritual  training, 
that  qualifies  them  for  the  requirements  of  practical  life  and 
for  the  attainment  ot  the  highest  spiritual  aspirations. 

Unsound  religious  notions,  partisan  politics,  and  impure 
influences  of  all  kinds  are  guarded  against  in  our  schools 
with  the  utmost  rigor,  although  there  is  observed,  on  the 
other  hand,  a  spirit  of  broad  liberty  which  has  enabled  hun- 
dreds of  students  not  of  our  faith  to  avail  themselves  of  the 
benefits  of  our  educational  system  to  their  advantage  and 
fullest  satisfaction.  Parents,  therefore,  may  entrust  their 
sons  and  daughters  with  perfect  confidence  to  our  keeping, 
and  can  be  assured,  that  their  children  will  be  looked  after 
in  and  out  of  school  with  a  solicitude  which  even  the  domes- 
tic hearth,  in  some  instances,  may  not  be  able  to  equal. 

GRADES    OF    SCHOOLS. 

The  difficulties  in  the  way  of  successfully  carrying  out  the 
ideas  of  the  General  Board  were  chiefly  of  a  financial  nature. 
The  funds  available  for  appropriations  to  assist  the  schools 
were  not  adequate  to  the  rapidly  increasing  demands.  The 
people,  however,  became  aroused  to  the  necessity  of  educat- 
ing their  children  according  to  methods  more  in  harmony 
with  the  spirit  of  the  Gospel,  and  so  schools  of  all  grades 
flourished  for  a  few  years. 


SCHOOL  AND  FIRESIDE.  167 

But  after  the  inauguration  of  the  public  free  school  system 
with  its  improved  plans  of  instruction,  the  necessity  of  church 
schools  of  the  primary  arid  intermediate  grades  became  less 
urgent,  the  more  so  as  many  of  the  denominational  schools 
above  alluded  to,  succumbed  to  the  change  of  affairs.  The 
main  reason,  however,  for  discontinuing  our  seminaries,  and 
some  Stake  academies  of  the  intermediate  grade,  is  to  be 
found  in  the  public  school  system  itself.  By  wise  legislation 
it  is  provided,  that  the  public  schools  shall  be  kept  free  from 
partisan  politics,  sectarian  influences,  arid  the  inculcation  of 
infidel  theories.  These  sound  restrictions  guarantee  in  some 
measure  at  least  to  the  children  of  our  people,  a  so-called 
common  English  education  without  the  bias  of  sectarianism 
or  the  negative  tendencies  of  atheism. 

The  curriculum  of  the  district  schools  covers  in  fact  all  the 
branches,  except  Theology,  that  were  taught  in  the  Church 
schools  of  the  primary  and  intermediate  grades.  The  exist- 
ence of  the  latter  ceased,  therefore,  to  be  a  necessity,  and 
pupils  were  advised  to  avail  themselves  ot  the  privileges  of 
our  public  school  system.  Provisions  for  instruction  in  The- 
ology, judiciously  excluded  from  the  public  schools,  were 
made  by  the  establishment  of  Religion  Classes,  outside  and 
independent  ot  the  regular  school  work.  This  topic  will  be 
treated  under  a  special  head  hereafter. 

Colleges. 

Appreciating  the  earnest  efforts  of  the  Regency  of  the 
University  of  Utah  to  raise  the  institution  under  their  charge 
to  a  standard  of  scientific  and  literary  efficiency  second  to 
none  in  the  West,  the  General  Board  of  Education,  by  agree- 
ment with  the  Regency,  founded  a  chair  of  Geology  at  the 
State  University  with  the  right  to  appoint  the  professor  for 
it. 

It  was  also  concluded  by   the  General   Board   to  authorize 


1 68  SCHOOL  AND  FIRESIDE. 

the  three  existing  colleges  of  our  Church  school  organization, 
viz:  the  Brigham  Young  Academy,  at  Provo,  the  Brigham 
Young  College,  at  Logan,  and  the  Latter-day  Saints'  College, 
at  Salt  Lake  City,  to  pursue  collegiate  courses  in  specified 
sciences,  and  other  branches  of  knowledge,  and  thus  form,  as 
it  were,  the  climax  of  the  scholastic  part  of  our  educational 
system. 

The  work  of  these  three  institutions  is  so  closely  inter- 
woven with  the  development  of  our  educational  system,  as  a 
whole,  that  an  outline  of  the  history  of  their  development, 
without  special  reference  to  each  of  them,  would  be  extremely 
fragmentary  and  in  some  measure  even  incomprehensible. 
It  is,  therefore,  essential  to  make  the  reader  somewhat 
acquainted  with  these  institutions,  and  to  do  so  I  insert  here 
the  historical  reviews  and  some  specifications  of  each,  as  they 
appear  in  their  respective  circulars. 

BRIGHAM    YOUplG    ACADEMY. 

Historical. 

With  a  view  to  counteract  the  tendency  of  modern  educa- 
tion toward  infidelity,  President  Brigham  Young  did  all  in  his 
power  to  introduce  a  system  of  training  that  should  include 
the  principles  of  the  Gospel,  the  germ  of  which  system  was 
planted  in  the  founding  of  the  Brigham  Young  Academy. 
In  the  deed  of  trust,  executed  October  16,  1875,  it  is  ex- 
pressly set  forth  that  the  Bible  and  other  standard  works  ot 
the  Church  shall  be  among  the  regular  text-books,  and  that 
nothing  shall  be  taught  in  any  way  conflicting  with  the  prin- 
ciples of  the  Gospel. 

The  first  Board  of  Trustees  consisted  of  seven  members, 
appointed  for  life. 

A  preliminary  session  of  the  Academy  was  inaugurated 
soon  after  its  establishment,  but  the  first  academic  year  com- 
menced August  21,  1876,  since  which  time  it  has  not  only 


SCHOOL  AND  FIRESIDE,  169 

educated  teachers  for  itself,  but  largely  supplied  the  district 
schools  in  this  State,  and  many  in  adjoining  states  arid  terri- 
tories. Its  last  great  work  has  been  to  furnish  principals 
and  assistant  teachers  for  stake  academies  and  L.  D.  S.  insti- 
tutions throughout  Zion.  It  would  probably  be  difficult  to 
find  another  institution,  which,  in  so  short  a  time,  has  be- 
come the  alma  mater  of  so  wide  a  system  of  education. 

The  history  of  the  institution  is  one  of  constant  increase  of 
efficiency  in  its  corps  of  instructors  on  the  one  hand,  opposed, 
on  the  other,  by  a  series  of  financial  embarrassments  meeting 
it  at  nearly  every  step  of  its  progress.  It  has  from  the  first 
been  somewhat  inadequate  in  its  accommodations.  Its  first 
location  on  Centre  street  was  in  a  building  erected  tor  com- 
mercial and  theatrical  purposes.  By  the  opening  of  the 
eighth  academic  year,  two  commodious  additions  had  been 
completed;  but  scarcely  had  the  new  rooms  been  in  use  six 
months,  when,  on  the  night  of  January  24,  1884,  the  entire 
structure  was  destroyed  by  fire.  There  being  no  insurance, 
it  was  a  total  loss,  and  one  which  the  Academy,  depending 
as  it  did,  almost  solely  upon  the  tuition  fees,  could  ill  afford 
to  sustain.  However,  only  one  day  ot  the  regular  session 
was  lost  by  the  catastrophe;  for  through  the  energetic  action 
of  the  Board  and  Faculty,  and  the  kindness  of  its  patrons, 
suitable  quarters  for  the  remaining  two  terms  were  immedi- 
ately secured. 

The  year  following,  about  two-thirds  of  the  large  Z.  C.  M. 
I.  warehouse  was  leased  and  subdivided  according  to  the 
wants  of  the  institution  into  eleven  rooms,  with  capacity 
for  the  accommodation  of  over  four  hundred  students,  and 
better  suited  in  many  respects  than  was  the  old  building. 

Another  historical  feature  of  this  progressive  institution 
was  inaugurated  in  1890,  when  the  former  trustees,  executors, 
heirs,  and  assigns  of  Brigham  Young,  conveyed  to  a  new 
Board  of  Trustees,  all  the  real  estate  held  by  the  former 


1 70  SCHOOL  AND  FIRESIDE. 

trustees,  giving  them  power  to  sell  the  same  for  the  benefit 
of  the  Academy,  and  authority  to  fill  all  vacancies  that  might 
occur  in  the  Board  of  Trustees. 

At  the  opening  of  the  second  semester  of  the  year  1891-2, 
the  school  left  its  old  quarters  in  the  Z.  C.  M.  I.  building  and 
entered  its  present  commodious  home.  Some  important 
changes  made  possible  by  the  new  building  and  necessary 
growing  demands  of  the  school  were  now  inaugurated.  The 
corps  of  instructors  was  increased,  the  regular  work  of  each 
teacher  was  made  more  special,  the  courses  were  extended 
to  cover  four  years,  and  degrees  were  offered  to  regular 
graduates. 

SPECIAL    ORGANIZATIONS. 

The  Department  of  Music. 

With  a  view  to  meet  the  growing  demands  for  instructions 
in  instrumental  and  vocal  music,  the  Brigham  Young  Academy 
has  engaged  additional  teachers  and  is  now  prepared  to  offer 
thorough  courses  in  all  three  branches.  First:  Vocal  Music 
and  Voice  culture;  second:  Instrumental  Music;  third:  Church 
Organ  Music. 

The  courses  offered  are  as  follows:  First  and  second 
semesters,  a,  Sight  Reading;  b,  Harmony  Simplified;  c, 
Theory  and  composition  of  Music,  (continues  through  the 
year.);  d%  Piano  Technic;  e,  Church  Organ;/,  Voice  Culture, 
(continues  throughout  the  year);  g,  Phrasing  and  Expression. 
Concerts  and  musical  recitals  are  occasionally  held  for  the 
purpose  of  affording  students  the  necessary  practice. 

Normal  Courses  for  M.  L  Officers. 

This  course  is  established  for  the  purpose  of  affording  the 
officers  and  members  of  the  Mutual  Improvement  Associa- 
tions instructions  in  proper  methods  of  conducting  meetings, 
methods  of  conducting  special  classes,  and  of  affording  them 


SCHOOL  AND  FIRESIDE.  171 

opportunities  for  such  studies  as  will  better  prepare  them  for 
their  responsible  duties.  The  Mutual  Improvement  Associ- 
ations are  recognized  as  among  the  best  factors  for  the 
proper  instruction  of  the  young,  and  anything  which  tends 
to  their  betterment,  tends  to  the  betterment  of  the  young 
people.  There  will  be  but  one  class  conducted  per  year,  be- 
ginning October  2 1st,  and  continuing  twenty  weeks.  In- 
structions are  given  in  home  preparations;  presentation  of 
preparations;  preparations  tor  holding  meetings;  conducting 
meetings;  managing  recreations;  creating  finances;  keeping 
records;  making  reports. 

In  addition  to  these  the  students  are  permitted  to  elect 
two  regular  courses  in  the  High  School,  or  in  any  other 
department  of  the  Academy.  This  course  is  under  the  im- 
mediate direction  ot  the  Presidency  of  the  Young  Men's 
Mutual  Improvement  Association. 

Normal  Course  of  Instruction  for  Sunday   School  Teachers 

and  Officers. 

Realizing  the  great  importance  of  the  Sunday  school  in  the 
religious  and  moral  training  of  the  young,  and  realizing,  too, 
the  necessity  oi  having  trained  teachers  for  this  important 
work,  the  Academy  offers  a  Normal  course  for  the  prepara- 
tion of  Sunday  school  teachers  and  officers  as  follows:  Instruc- 
tions in  the  organization  and  management  of  Sunday  schools; 
in  the  object  and  aim  of  Sunday  schools;  in  the  qualifications 
of  teachers,  in  methods  of  organizing  and  conducting  classes; 
in  the  methods  of  teaching  and  training  children;  in  child- 
study.  In  addition  to  this,  students  in  this  course  are  per- 
mitted to  elect  ten  hours  from  any  of  the  courses  offered  in 
the  Academy.  A  model  Sabbath  school  is  conducted  every 
Sunday  in  the  Academy,  in  which  the  methods  and  principles 
taught  during  the  week  are  illustrated  in  practice.  The 
entire  work  is  under  the  immediate  control  of  the  Deseret 
Sunday  School  Union  Board. 


1/2  SCHOOL  AND  FIRESIDE. 

Young  Ladies'  M.  I.  Course. 

Instructions  are  here  given  in  the  method  of  conducting 
meetings,  arranging  programs,  presenting  subjects,  adapted 
to  the  work  laid  out  in  the  Young  Ladies'  Guide.  This  class 
is  held  once  a  week  during  the  school  year.  At  intervals, 
joint  sessions  of  the  young  men's  and  young  ladies'  improve- 
ment associations  are  held,  in  which  the  proper  methods  of 
conducting  these  meetings  are  explained  and  illustrated. 

Domestic  Organization. 

The  disciplinary  part  of  the  Academy  is  placed  as  much 
as  possible  in  the  hands  of  the  students,  with  the  view  of 
developing  in  them  the  power  of  self-government.  Obedience 
to  the  necessary  rules  and  regulations  is  enjoined  upon  all, 
both  in  and  out  of  school,  but  students  are  taught  to  yield 
obedience  from  a  sense  of  duty  and  right.  As  soon  as  a 
student  demonstrates  his  inability  to  govern  and  control 
himself,  the  faculty  comes  to  his  assistance. 

The  Domestic  Organization  divides  Provo  City  into  four 
Domestic  Wards,  each  of  which  is  presided  over  by  a  presi- 
dent and  two  counsellors,  nominated  by  the  President,  and 
sustained  by  the  members  of  the  ward  over  which  they  pre- 
side. Visitors  are  appointed  whose  duty  it  is  to  call  upon 
the  students  at  their  boarding  houses  in  the  capacity  of  block 
teachers.  Seniors  are  appointed  over  each  boarding  house. 
Ward  meetings  are  held  every  week  in  which  instructions 
are  given  and  reports  of  Seniors  and  Visitors  are  handed  in. 
The  similarity  between  this  and  the  Church  Ward  organiza- 
tion is  apparent.  Its  efficiency  in  giving  necessary  aid  to 
eyery  student  in  the  Academy  has  been  satisfactorily  demon- 
strated. 

Rules  and  Regulations:  The  Academy  assumes  that  all 
applicants  for  admission  are  of  good  moral  character,  that 
they  are  ladies  and  gentlemen  in  the  truest  sense  of  the  word. 


SCHOOL  AND  FIRESIDE.  173 

Evidences  of  good  moral  character  must  be  given  when  re- 
quired. It  assumes,  also,  that  they  will  continue  to  conduct 
themselves  as  ladies  and  gentlemen,  and  that  they  enter  the 
school  for  the  purpose  of  study  and  advancement.  If  students 
justify  these  assumptions  by  their  conduct,  they  will  find 
everything  in  the  school  to  aid  and  assist  them.  The  follow- 
ing rules  and  regulations  are  intended  merely  as  a  guide,  not 
as  a  complete  code: 

Rnles  and  Regulations. 

1.  All  students  are  subject  to  the   rules   and  regulations 
both  in  and  out  of  school. 

2.  Profanity  and   obscenity   in    any  form  are  strictly  for- 
bidden. 

3.  The  use  of  tobacco  and  strong  drink  is  not  allowed. 

4.  Students  shall  not  attend  public  or  private  parties  not 
under  control  of  responsible  persons.     We  recommend   that 
students    attend    no   parties   not   under   the    control    of  the 
Academy. 

5.  Irregularity  in  habits,   keeping  late  hours,  having  im- 
proper associates,  and  visiting  places  of  questionable  repute 
are  strictly  forbidden. 

6.  All  students  must  be   diligent  in  their  studies,  regular 
in    attendance   at    exercises   and   classes,   and   must   deport 
themselves   in   a  manner  becoming  true  ladies  and  gentle- 
men. 

7.  All  students  not  under   the  immediate  care  of  parents 
or  guardians  and  who  are  away  from   home   after  regulation 
hours  are  required  to  report  their  absence   to  the   President 
next  day. 

8.  Where  two  or  more  students  reside  in  one  house,   one 
of  them  will  be  appointed  Senior. 

9.  Students  will  be   visited  bi-weekly  by  representatives 
of  the  President. 


i;4  SCHOOL  AND  FIRESIDE. 

10.  No    student  can   honorably   discontinue  attendance, 
except  at  the  close  of  a  semester,  without  obtaining  from  the 
President  an  honorable  release. 

11.  In  case  of  injudicious  expenditure  of  means,  any  stu- 
dent may  be  called  to  account  by  the  President. 

12.  All  persons  having  complaints   against  any  student 
should  report  the  same  while   such  student  is  in  attendance. 

13.  Violation  of  any  of  the  rules  of  the  Academy  lays  the 
offender  liable  to  suspension  or  expulsion. 

Library. 

The  library  contains  an  excellent  collection  of  nearly  three 
thousand  volumes  on  theology,  theory  and  practicing  of 
teaching,  methods  of  instruction,  psychology,  the  science  of 
education,  literature,  science,  art,  etc.  Several  of  the  best 
educational  journals,  and  the  principal  papers  .of  the  State 
are  always  accessible  to  students.  Students  have  free  access 
to  library  books,  subject  only  to  necessary  regulations. 

Laboratories. 

A  Chemical  Laboratory,  a  Physical  Laboratory,  and  a  Bi- 
ological Laboratory  have  been  established  in  which  oppor- 
tunities are  offered  for  practical  instructions  in  Chemistry, 
Physics,  Biology,  Botany,  and  Physiology.  These  labora- 
tories are  situated  on  the  upper  floor  of  the  Academy  build- 
ing, are  well  equipped  and  are  provided  with  the  necessary 
apparatus  and  floor  space  for  large  classes  in  their  respective 
departments. 

Museum. 

While  the  Academy  has  quite  a  number  of  geological, 
mineralogical,  botanical,  and  other  specimens  in  the  museum, 
it  respectfully  asks  that  its  friends,  especially  the  members 
and  patrons  of  the  school,  make  such  donations  and  contri- 


SCHOOL  AND  FIRESIDE.  175 

butions  to  this  department  as  their  kindness  and  ability  will 
permit.  A  complete  record  of  all  such  contributions  will  be 
kept  in  the  archives  of  the  Academy.  In  sending  specimens, 
please  state  the  name  of  the  donor,  the  place  where  found, 
adding  such  other  facts  connected  with  the  specimens  as  will 
be  of  interest  to  the  student. 

SOCIETIES   AND   ASSOCIATIONS. 

Polysophical  Society. 

This  Society,  in  charge  of  one  of  the  regular  teachers, 
affords  recreation  and  opportunities  for  acquiring  general  in- 
formation and  practice  in  public  speaking.  Evening  meet- 
ings are  held  once  a  week,  at  which  lectures,  readings,  reci- 
tations, musical  exercises,  and  the  like  are  given.  The  public 
is  always  cordially  invited. 

Pedagogium. 

This  is  a  Normal  organization.  Its  purpose  is  to  afford 
Normal  students  opportunities  for  additional  instruction  in 
their  chosen  profession.  Meetings  are  held  every  two  weeks, 
at  which  lectures  by  professional  educators  are  given,  and 
methods  of  instruction  and  school  management  are  dis- 
cussed. 

Commercial  Law  Club. 

The  Commercial  Law  Club,  membership  in  which  is  open 
to  all  students  and  friends  of  the  Academy,  holds  meetings 
every  Wednesday  evening,  at  which  lectures  are  given  by 
prominent  lawyers  and  business  men,  and  questions  in  com- 
mercial law  and  civil  government  that  do  not  come  in  the 
regular  instructions,  are  discussed  and  answered. 

Like  the  other  clubs  and  associations,  this  is  one  ol  those 
incidental  features  of  the  Academy  which  adds  so  much  to 
the  pleasure  and  profit  of  the  students. 


176  SCHOOL  AND  FIRESIDE. 

Science  Society. 

This  Society,  in  charge  of  the  students  in  science,  holds 
regular  sessions,  at  which  lectures  and  talks  by  specialists 
and  leading  students  are  given,  papers  read,  and  instructive 
questions  discussed  and  answered.  The  object  of  the  society 
is  to  supplement  the  regular  class  instruction,  and  also  afford 
the  students  opportunities  for  public  speaking. 

In  connection  with  the  Science  Society  is  a  Field  Club, 
which,  during  the  spring  and  autumn,  makes  frequent  ex- 
cursions to  the  fields,  meadows,  hills,  and  mountains,  for  the 
purpose  of  studying  nature  and  collecting  specimens. 

The  Literary  Department. 

This  is  an  organization  especially  for  the  benefit  of  the 
classes  in  English,  Elocution,  and  Literature.  Its  programs 
consist  of  the  reading  of  the  lighter  classics  and  plays,  the 
delivery  of  original  work  in  composition,  and  the  holding  of 
literary  contests  in  stories,  lectures,  sermons,  orations,  etc. 
The  purpose  is  to  cultivate  the  literary  taste  of  students  and 
to  furnish  opportunity  for  acquiring  facility  in  public  speak- 
ing. 

Military  Department. 

This  department  has  been  organized  for  the  purpose  of 
affording  the  students  of  the  Academy  advantages  of  military 
drill  and  discipline,  and  at  the  same  time  of  placing  them  in 
possession  of  the  knowledge  necessary  to  fit  them  for  effici- 
ent military  service  in  times  of  their  country's  needs. 
During  drill  the  rules  and  regulations  of  the  state  militia  are 
enforced,  as  far  as  possible.  ' 

Summer  Schools. 

In  connection  with  the  Brigham  Young  Academy,  summer 
schools  have  been  conducted  for  several  years,  during  vaca- 


SCHOOL  AND  FIRESIDE.  177 

tion.  To  give  some  idea  of  the  magnitude  and  influence  of 
these  gatherings,  it  needs  only  to  be  stated  that  they  were 
attended  by  several  hundred  teachers  from  nearly  all  the 
counties  of  Utah,  and  from  Idaho,  Colorado,  Nevada,  and 
Arizona.  Not  only  were  many  of  the  leading  teachers  of  the 
State  engaged  to  conduct  classes,  or  to  give  lectures,  but, 
educators  of  national  repute  were  employed,  and  consequent- 
ly these  summer  schools  became  at  once  leading  factors  in 
the  educational  affairs  of  Utah. 

8RIGHAJVT    YOUNG   COLiLiEGE. 

History. 

On  the  24th  of  July,  1877,  about  a  month  prior  to  his 
death,  President  Brigham  Young  conveyed  to  a  board  of 
seven  Trustees,  9,642  acres  of  land,  located  south  of  Logan 
City,  the  profits  and  issues  of  which  were  to  be  used  for  the 
support  of  an  institution  of  learning  to  be  known  as  the 
Brigham  Young  College.  The  deed  of  trust  provides  that 
the  Gospel  of  Jesus  Christ  shall  be  the  basis  ot  College  dis- 
cipline, and  that,  in  addition  to  the  work  usually  provided 
for  in  the  curricula  of  higher  institutions,  instruction  shall  be 
given  the  students  in  the  important  duties  of  their  various 
Church  callings. 

On  August  7,  1877,  the  Board  of  Trustees  held  its  first 
meeting,  and  began  the  work  of  organizing  the  College  in 
accordance  with  the  requirements  of  the  deed  of  trust. 
Owing,  however,  to  the  immature  condition  of  its  finances 
the  College  was  not  opened  for  the  admission  of  students 
until  the  9th  of  September,  1878.  Since  that  date  it  has  ex- 
perienced varying  degrees  of  prosperity.  The  endowment 
could  not  at  once  be  made  to  yield  a  revenue  sufficient  to 
bring  the  College  immediately  to  a  high  standard.  The  pur- 
chase and  construction  of  suitable  buildings  and  the  provision 
ot  necessary  apparatus,  entailed  expenses  which  anticipated 


1 78  SCHOOL  AND  FIRESIDE. 

the  rent  of  the  land  for  several  years,  and  thereby  reduced 
the  means  for  meeting  the  ordinary  expenses  of  the  institu- 
tion. It  has  progressed,  however,  by  steady  and  healthful 
growth  until  the  present  time.  Each  year  has  marked  an 
improvement  in  its  facilities  and  an  increase  in  its  strength. 

Appreciating  the  progress  that  had  been  made,  the  Board 
of  Trustees,  at  a  meeting  held  in  June,  1894,  more  fully 
organized  the  College  and  increased  its  courses  of  instruc- 
tion. Chairs  were  established  tor  English  Language  and 
Literature,  French  and  German,  Science  and  Art  of  Teach- 
ing, History  and  Political  Science.  Mathematics  and  Astron- 
omy, Physics  and  Chemistry,  and  Biology;  and  other  im- 
provements were  decided  upon  which  have  greatly  added  to 
the  facilities  of  the  institution  for  advanced  collegiate 
work. 

In  the  organization  of  Church  schools,  the  mission  of  the 
different  Stake  Academies,  was,  in  September,  1892,  assigned 
in  the  Cache  Valley  Stake  to  the  College  already  in  opera- 
tion. 

General  Policy. 

It  is  the  general  policy  of  the  College  to  promote  the 
higher  educational  interests  of  the  people,  broadly  and  gen- 
erously interpreted.  It  is  its  aim  to  provide  an  education 
liberal  and  thorough,  embracing  not  only  mental  discipline 
and  physical  training;  but  moral  and  spiritual  culture,  as  an 
essential  part  of  the  development  of  a  symmetrical  charac- 
ter. 

In  order  to  furnish  the  discipline  and  the  knowledge  nec- 
essary to  the  successful  prosecution  of  advanced  work,  nearly 
all  the  studies  of  the  regular  courses  in  the  earlier  years  are 
prescribed.  But  when  the  powers  of  the  students  are  devel- 
oped by  the  required  work,  the  principle  of  election  is  intro- 
duced; and  during  the  junior  and  senior  years,  students  are 


SCHOOL  AND  FIRESIDE.  179 

permitted  to  select  the  subjects  in  which  they  are  most  in- 
terested. The  opportunity  is  thereby  given  for  the  encour- 
agement of  individual  adaptation  and  for  a  more  special  pre- 
paration for  the  various  avocations  of  life. 

Recognizing  the  importance  of  religion  in  all  true  culture, 
theological  studies  are  prescribed  in  all  the  courses.  The 
students  are  required  to  attend  devotional  exercises  daily. 

Location. 

The  College  is  situated  in  one  of  the  most  desirable  parts 
ot  Logan  City,  the  county  seat  of  Cache  County.  The  city 
is  supplied  with  electric  lights,  and  has  connections  by  tele- 
phone with  the  surrounding  towns.  It  is  beautifully  located 
and  remarkably  healthful.  Its  streets  are  broad  and  well 
drained,  and  on  either  side  of  them  flow  clear  streams  of 
pure,  mountain  water,  bordered  with  shade  trees.  With  a 
population  of  about  six  thousand  people,  Logan  combines 
the  activity  and  good  order  of  a  small  city  with  the  freedom 
and  sociability  of  quiet  village  life — conditions  highly  favor- 
able not  only  to  study,  but  to  social  and  general  culture. 

Residence  in  Logan  offers  many  advantages  to  students. 
Every  year  there  are  opportunities  to  attend  a  large  number 
of  lectures  of  a  high  order.  Logan  is  also  a  noted  musical 
center,  and  excellent  concerts  are  given  from  time  to  time. 

Buildings  and  Grounds. 

The  College  occupies  a  campus  of  seven  acres,  situated  at 
the  corner  of  First  and  College  streets,  on  the  north  fork  of 
Logan  river.  The  lower  campus,  a  level  area  across  the 
river  from  the  College  buildings,  furnishes  space  for  base 
ball,  foot  ball,  and  other  physical  sports.  The  College  build- 
ings comprise  the  Main  building,  the  Laboratory,  the  Presi- 
dent's Residence,  and  the  Dormitory.  The  Main  Building 
is  constructed  of  brick  and  stone.  It  is  seventy  feet  front 
and  thirty-six  feet  deep,  four  stories  in  height.  This  build- 


I  So  SCHOOL  AND  FIRESIDE, 

ing  contains  the  assembly  room,  library  and  reading  room, 
general  museum,  and  recitation  rooms  for  classes  in  History, 
Modern  Languages,  and  Pedagogy.  The  Laboratory  is  a 
substantial  stone  structure,  fifty  feet  long  by  thirty-eight 
wide,  two  stories  in  height.  It  contains  the  physical  and 
biological,  and  the  chemical  laboratories  and  recitation 
rooms.  These  buildings  are  well  lighted  and  ventilated, 
and  are  provided  with  steam  heat,  water  and  electric  lights. 

In  addition  to  these  buildings,  the  second  floor  of  the 
Preston  Block,  heretofore  known  as  the  Tithing  Office  Build- 
ing, has  recently  been  placed  at  the  service  ef  the  College, 
and  the  Thatcher  Opera  House  has  been  secured  for  the  Col- 
lege Lecture  Hall.  The  former  building  contains  the  recita- 
tion rooms  for  classes  in  English  and  Mathematics,  the  latter, 
situated  at  the  corner  of  Second  and  Main  streets,  is  a  mag- 
nificent building  one  hundred  feet  long  by  fifty  wide,  and 
contains  the  lecture  hall  with  a  seating  capacity  of  eight 
hundred;  it  is  provided  with  all  essential  modern  improve- 
ments. 

Through  the  co-operation  of  the  Logan  City  Board  of 
Education  the  Woodruff  School  has  been  placed  at  the  ser- 
vice of  the  College  for  a  Normal  Training  School,  to  be 'used 
in  connection  with  the  work  of  the  Normal  Department. 
This  commodious  structure  is  situated  opposite  the  College 
campus,  at  the  corner  of  First  and  College  streets.  In  it 
provision  is  made  for  all  the  work  of  the  common  school 
grades. 

The  College  grounds,  being  only  one  block  west  of  Main 
street,  are  in  a  central  yet  quiet  location,  within  easy  reach 
from  all  parts  of  the  city. 

Museum. 

The  College  Museum  occupies  the  large  north  room  on 
the  top  floor  of  the  main  building.  During  the  past  year  the 
Museum  has  been  greatly  enlarged  by  contributions  from  the 


SCHOOL  AND  FIRESIDE.  iSl 

friends  of  the  College,  including  many  missionaries  who  are 
laboring  in  different  countries.  The  Museum  is  supplied 
with  specimens  illustrative  ot  general  geology,  mineralog}/, 
lithology,  paleontology,  metallurgy,  botany,  zoology,  and 
archaeology. 

Contributions  of  fossils,  ores,  animals,  relics,  and  other 
material  ot  value  to  the  museum,  are  solicited  from  all  per- 
sons who  are  interested  in  the  work.  All  collections  sent  in 
this  way  will  be  carefully  labeled  and  preserved,  and  the 
name  of  the  donor  will  be  kept  on  record.  Express  or  freight 
charges  on  such  gifts  will  be  paid  by  the  College. 

Apparatus. 

The  College  is  equipped  with  select  and  choice  apparatus 
for  illustrating  the  courses  in  natural  and  physical  science 
and  surveying. 

Library  and  Reading  Room. 

The  Library  occupies  the  north  room  on  the  second  floor 
of  the  main  building.  This  room  which  has  been  recently 
furnished  with  new  shelving,  reading  slopes  tor  current  papers 
and  magazines  and  with  reading  tables,  contains  ample 
accommodations  for  one  hundred  and  twenty  readers.  It  is 
well  lighted  and  ventilated,  is  supplied  with  steam  heat  and 
electric  lights,  and,  during  the  school  year,  is  open  to  the 
public  as  a  Reading  Room.  The  Reading  Room  is  supplied 
with  all  the  current  periodicals  of  Utah,  and  with  the  most 
important  newspapers  and  magazines  ot  the  United  States, 
and  numerous  works  of  reference. 

The  College  Library  has  been  greatly  augmented  during 
the  last  academic  year  by  contributions  from  the  trustees, 
faculty,  and  friends  of  the  institution,  including  the  Encyclo- 
paedia Britannica,  a  complete  set  of  Lord  Kingsborough's 
rare  and  expensive  works  on  Mexican  Antiquities,  a  collec- 
tion of  one  hundred  and  seventy-five  valuable  miscellaneous 


1 82  SCHOOL  AND  FIRESIDE. 

works,  upward  of  two  hundred  historical  and  miscellaneous 
works,  and  other  large  and  valuable  contributions. 

The  Library  at  present  contains  upward  of  2,500  bound 
volumes  and  600  pamphlets,  and  additions  will  be  made  from 
time  to  time  to  meet  the  requirements  of  students  in  the 
several  departments. 

The  books  are  arranged  according  to  subjects  by  theuDewey 
Decimal"  system  of  classification,  and  an  alphabetic  index  re- 
ferring in  detail  to  each  volume  by  author,  title,  and  subject 
is  being  prepared  on  cards,  giving  the  classification  number, 
book  number,  and  other  references  which  enable  those  using 
the  library  to  exhaust  its  resources  on  any  subject  under  in- 
vestigation. The  plan  of  classification  is  such  that  when  the 
books  are  placed  on  the  shelves  in  the  numerical  order  of 
their  class  numbers,  each  book  will  stand  in  its  logical  place 
with  reference  to  related  subjects  and  not  be  disturbed  by  any 
future  accessories  to  the  library. 

College   Societies. 

The  following  literary  societies  are  maintained  by  the 
students  and  Faculty  of  the  College,  and  afford  opportunity 
for  acquiring  general  information  and  obtaining  practice  in 
public  speaking  and  parliamentary  procedure:  Phi  Polio 
Society,  Sapho  Club,  Philomathic  Society,  and  the  Polysoph- 
ical  Society.  Of  these  the  Phi  Polio  is  conducted  exclusively 
by  men,  and  the  Sapho  by  women,  while  the  other  two  are 
open  to  all  students  of  the  College. 

In  connection  with  the  Polysophical  Society,  which  is  pre- 
sided over  by  one  of  the  College  professors,  a  series  of  popu- 
lar lectures  will  be  given  in  the  College  Lecture  Hall,  by  a 
number  of  the  best  speakers  that  can  be  secured.  These 
lectures  will  be  given  at  intervals  of  about  two  weeks  during 
the  school  year,  and  will  cover  a  wide  range  of  subjects  of 
general  interest. 


SCHOOL  AND  FIRESIDE.  183 

Alumni  Association. 

The  Alumni  Association  was  organized  in  May,  1893.  All 
those  who  hold  diplomas  or  certificates  of  graduation  from 
any  of  the  courses  of  the  College,  and  those  holding  special 
certificates  for  work  completed  in  the  College  prior  to  1890, 
are  eligible  to  membership. 

The  object  of  the  association  is  to  promote  in  every  possi- 
ble way  the  interests  of  the  College,  and  to  perpetuate  among 
the  graduates  a  feeling  of  regard  for  one  another  and  of  at- 
tachment to  their  Alma  Mater.  The  association  meets  an- 
nually on  the  day  of  Commencement. 

Scholarships. 

As  an  encouragement  to  students  who  have  maintained  a 
high  standing  in  the  College,  and  as  an  assistance  to  worthy 
young  men  and  women  who  are  desirous  of  obtaining  normal 
training,  thirty  scholarships  have  been  established  by  the 
College,  each  of  which  entitles  one  student  to  free  tuition  in 
the  Normal  Course  for  one  year. 

liflTTH^DRV   SAIfiTS'   COliLiEQE. 

Historical. 

In  the  autumn  of  1886,  a  school  for  general  instruction  was 
established  in  Salt  Lake  City,  under  the  name  of  the  Salt 
Lake  Stake  Academy.  The  object  ot  the  movement  was  to 
provide  opportunity  for  education  in  secular  branches,  co-or- 
dinately with  a  study  of  the  principles  of  Theology  belong- 
ing to  the  religious  profession  of  the  Latter-day  Saints,  and  a 
training  in  the  duties  pertaining  to  membership  in  the  Church. 
For  a  period  of  two  years  the  Academy  continued  in  success- 
ful operation,  the  instruction  being  confined  to  the  grades 
usually  known  as  the  Preparatory  and  the  Intermediate. 

Soon  after  the  close  of  the  second  academic  year,  in  ac- 
cordance with  the  suggestions  and  instructions  of  the  Gen- 


1 84  SCHOOL  AND  FIRESIDE. 

eral  Board  of  Education  of  the  Church,  the  Presidency  and 
High  Council  of  the  Salt  Lake  Stake  of  Zion  organized  a 
Stake  Board  of  Education,  "to  take  charge  of,  and  promote 
the  interests  of  education  in  the  Stake." 

At  the  beginning  of  the  third  scholastic  year  (September, 
1888,)  an  ACADEMIC  DEPARTMENT  was  established,  and 
thorough  courses  of  instruction  were  provided  in  Science, 
Language,  and  Mathematics.  At  the  same  time,  the  Faculty 
was  increased  by  the  engagement  of  other  competent  instruc- 
tors, and  an  adequate  supply  of  new  apparatus  for  demonstra- 
tion and  experiment  was  procured. 

At  the  close  of  the  first  term  of  the  third  academic  year, 
(November,  1888,)  owing  to  the  limited  capacity  of  the  build- 
ing occupied  by  the  institution,  and  the  increasing  number 
of  applicants  for  the  higher  grades,  it  was  found  necessary  to 
discontinue  the  Preparatory  Department, 

On  the  I  5th  of  May,  1889,  by  formal  action  of  the  Direc- 
tors, and  with  the  approval  of  the  President  of  the  General 
Board  of  Education,  the  name  of  the  institution  was  changed 
to  "Latter-day  Saints'  College." 

Until  the  close  of  the  fifth  academic  year,  (May,  1891,) 
the  institution  occupied  the  building  known  as  the  Social 
Hall,  with  which  are  associated  so  many  historical  reminis- 
cences. At  that  time,  however,  the  authorities  of  the  College 
concluded  that  the  growing  needs  of  the  institution  rendered 
it  impracticable  to  continue  in  the  same  quarters,  and  other 
and  more  commodious  buildings  were  provided  on  First 
North  Street,  between  First  and  Second  West. 

The  sentiment  of  the  Church  authorities  and  of  the  people 
generally,  regarding  the  establishment  of  Church  Schools, 
cannot  be  more  clearly  expressed  than  by  the  following  ex- 
tract from  the  letter  of  President  Woodruff  of  the  General 
Board,  in  which  the  appointment  of  Stake  Boards  of  Educa- 
tion was  urged: 


SCHOOL  AND  FIRESIDE.  185 

"We  feel  that  the  time  has  arrived  when  the  proper  educa- 
tion of  our  children  should  be  taken  in  hand  by  us  as  a  peo- 
ple. Religious  training  is  practically  excluded  from  the  dis- 
trict schools.  The  perusal  of  books  that  we  value  as  divine 
record  is  forbidden.  Our  children,  if  left  to  the  training  they 
receive  in  these  schools,  will  grow  up  entirely  ignorant  of 
those  principles  of  salvation  for  which  the  Latter-day  Saints 
have  made  so  many  sacrifices.  To  permit  this  condition  of 
things  to  exist  among  us  would  be  criminal.  The  desire  is 
universally  expressed  by  all  thinking  people  in  the  Church, 
that  we  should  have  schools  wherein  the  Bible,  the  Book  of 
Mormon,  and  the  Book  of  Doctrine  and  Covenants  can  be 
used  as  text  books;  and  where  the  principles  of  our  religion 
may  form  a  part  of  the  teaching  of  the  schools." 

In  accordance  with  these  sentiments  the  Latter-day  Saints' 
College  is  conducted. 

The  career  of  the  school  is  now  a  matter  of  record,  both  in 
the  archives  of  the  institution,  and  in  the  hearts  and  mem- 
ories of  its  patrons.  The  patronage  bestowed  is  a  convinc- 
ing proof  that  the  people  recognize  the  necessity  of  an  edu- 
cational system  which  shall  provide  for  the  harmonious  devel- 
opement  ol  the  mental  and  spiritual  faculties  of  the  children 
of  Zion.  Only  by  such  a  system  can  symetrical  growth  be 
realized;  and  to  assist  in  bringing  about  this  result  is  the 
earnest  desire  of  the  officers  of  the  Latter-day  Saints'  Col- 
lege. 

SPECIAL    ORGANIZATIONS. 
Ladies'    Class. 

A  special  class,  comprising  all  lady  students  of  the  institu- 
tion, meets  once  in  two  weeks,  in  charge  of  the  Lady  Super- 
intendent. The  exercises  consist  of  instructions  on  matters 
of  hygiene  and  habit,  and  other  topics  of  special  importance 
to  the  members,  and  also  regular  and  systematic  calisthenic 


1 86  SCHOOL  AND  FIRESIDE. 

drill.     This    course    is    required    of    all    lady    students,    and 
periodical  examinations  will  be  held  as  in  other  classes. 

Theological. 

Students  are  tabulated  on  the  College  records  according  to 
their  Church  standing,  and  every  opportunity  is  given  for  the 
exercise  of  religious  duties. 

The  daily  opening  exercises  comprise  singing  and  prayer. 

Theological  class  exercises  are  held  daily,  as  before  speci- 
fied, in  each  department.  Regular  attendance  upon  these 
classes  is  required  of  every  regular  student.  A  general  theo- 
logical class  meeting,  including  all  students  of  the  College,  is 
held  bi-weekly. 

A  priesthood  meeting  convenes  at  intervals  of  two  weeks. 

The  Field  Club. 

This  is  composed  of  students  of  the  advanced  classes,  and 
others  interested  and  qualified.  The  members  engage  fre- 
quently in  excursions  and  visits  to  places  of  interest  for  prac- 
tical study,  including  many  of  the  leading  establishments  of 
industrial  importance  in  Salt  Lake  City  and  vicinity,  at  all 
of  which,  the  members  of  the  club  are  accorded  all  possible 
courtesy  and  assistance.  At  suitable  times,  excursions  are 
taken  to  the  canyons  and  mountains,  the  rivers  and  lakes  ot 
the  neighborhood.  On  all  such  trips  the  Field  Club  is  ac- 
companied by  at  least  one  of  the  Faculty.  For  such  practical 
study  Salt  Lake  City  affords  abundant  facilities,  and  judging 
from  the  interest  displayed  by  the  members  on  all  excursions 
of  the  club,  these  natural  advantages  are  very  fully  appreci- 
ated. Many  valuable  collections  of  specimens  have  been 
made  on  these  pleasant,  healthful,  and  instructive  trips. 

The  Students'  Society. 

The  object  of  this  organization  is  to  provide  mental  recre- 
ation, and  to  furnish  opportunities  for  acquiring  general  in- 


SCHOOL  AND  FIRESIDE.  1 8; 

formation  and  practice  in  public  exercises.  The  chairman  of 
the  society  is  appointed  from  the  members  of  the  Faculty; 
other  officers  are  chosen  from  the  advanced  students  of  the 
higher  departments.  All  students  are  eligible  for  member- 
ship in  the  Society,  and  visitors  are  invited  to  any  of  its  ses- 
sions. Evening  meetings  are  held  weekly,  at  which  lectures 
are  given  by  prominent  lecturers  of  Utah,  advanced  students, 
and  members  of  the  College  Faculty;  and  exercises  of  a 
musical  and  literary  nature  are  rendered  by  the  members. 
The  large  attendance  of  students  and  visitors,  and  the  inter- 
est manifested  by  them  at  the  meetings,  prove  the  esteem, 
and  appreciation  with  which  the  labors  of  the  Society  are 
regarded. 

EDUCATIONAL   COLLECTIONS. 

Apparatus,    Etc. 

The  College  is  well  equipped  with  apparatus  for  the  ilus- 
tration  of  all  the  scientific  studies  taught.  This  includes 
chemical  reagents  and  materials;  machines  and  deyices  for 
the  study  of  matter  and  force,  gravitation,  mechanics,  motion, 
sound,  light,  heat,  and  electricity.  For  physiology,  charts 
and  manikins  of  the  most  improved  styles  are  supplied;  also  a 
human  skeleton  and  other  preparations,  and  the  bones  of 
animals.  For  Natural  Science  there  is  a  cabinet  of  geologi- 
cal and  mineralogical  specimens,  including  fossils  of  many 
kinds.  Besides  these,  the  rich  collections  at  the  Deseret 
Museum  are  open  to  the  students. 

There  is  provided  a  stereoptican  for  dark  room  projections. 
It  is,  moreover,  the  intention  of  the  officers  of  the  College  to 
add  to  the  appurtenances  as  fast  as  growing  capacity  requires 
and  means  allow. 

Donations  and  contributions  of  scientific  interest  will  be 
greatfully  received. 


1 88  SCHOOL  AND  FIRESIDE. 

Regulations,. 

The  regulations  are  identical  with  those  enjoined  upon  all 
Church  schools  by  the  General  Board.  By  careful  usage 
they  have  been  found  absolutely  essential  to  the  maintenance 
of  the  high  moral  and  spiritual  standard  of  these  institutions. 
Students  are  subject  to  the  regulations  of  the  institution  dur- 
ing the  College  hours  and  at  all  times. 

Stake  Academies. 

The  intention  of  the  General  Board  of  Education  to  estab- 
lish a  Church  school  in  every  Stake  of  Zion,  resulted  in  the 
organization  of  academies  in  different  Stakes.  Most  of  them, 
however,  were  only  prospective  academies,  that  is  to  say, 
their  kind  and  grade  of  studies  were  nearly  parallel  with  che 
so-called  eight  grades  of  the  district  school  curriculum. 
A  few  were  authorized  to  add  academic  studies  to  their 
plan. 

All  school  boards  and  principals  were  enjoined  not  to 
promise  or  profess  any  kind  or  grade  of  work  tor  which  they 
were  either  professionally  or  financially  unprepared.  This 
conservative  course,  it  was  believed,  would  insure  a  steady 
growth  in  public  confidence.  The  influence  of  the  schools 
would  be  exerted  to  assist  the  Priesthood,  and  the  spirit  ot 
the  Gospel  would  thus  extend  its  benefits,  by  and  by,  into 
every  fireside  of  the  Saints. 

The  rapidly  increasing  demand  for  teachers  to  fill  the 
newly  created  positions,  became  a  serious  question.  As  may 
well  be  imagined,  it  became  very  difficult  to  find  efficiently 
qualified  teachers  for  the  entire  service.  The  recently  in- 
augurated free  school  system  made  the  supply  still  less  ade- 
quate to  the  demand,  and  for  these  positions  crowds  of  pro- 
fessional teachers  were  engaged  from  abroad  in  the  public 
schools. 

However,  it  must  be  said  to  the   credit  of  most  of  these 


SCHOOL  AND  FIRESIDE. 

young  "makeshifts"  that  volunteered  to  "help  out"  for  the 
time  being,  that  they  went  at  their  work  with  a  prayerful 
heart,  in  humble  consciousness  of  their  dependence  on  the 
Spirit  of  God,  willing  to  seek  and  obey  counsel,  determined 
to  win  and  maintain  the  confidence  and  affection  of  their 
pupils,  to  set  an  example  in  conduct  and  diligence,  and  to 
combine  scholastic  with  domestic  education  so  far  as  circum- 
stances should  enable  .them  so  to  do. 

For  the  performance  of  this  glorious  mission,  many  of  them 
made  heavy  and  long  continued  financial  sacrifices,  repeat- 
edly refusing  enticing  offers  for  more  remunerative  positions 
in  the  public  school  service.  Such  a  course  could  not  fail 
to  make  their  labors  beneficial  to  their  students  and  accept- 
able unto  the  Lord. 

To  speak  of  the  teachers  and  not  mention  the  members  of 
the  various  boards  of  education  would  be  an  act  of  injustice. 
These  brethren  assumed  the  tedious  labors  and  heavy  finan- 
cial responsibilities  without  any  prospect  of  remuneration  or 
of  public  appreciation.  It  was  a  new  movement  in  Israel. 
From  the  General  Board  of  Education  and  the  General  Super- 
intendent down  to  every  Stake  and  local  board,  principal, 
and  faculty,  nobody  had  antecedents  to  follow.  The  Brig- 
ham  Young  Academy,  at  Provo,  the  mother  institution,  was 
the  only  pattern,  and  that  school  had  to  grow  by  its  own  ex- 
perience, under  the  guidance  of  the  Spirit  of  the  Lord,  on 
the  principle  of  "here  a  little,  and  there  a  'little,  line  upon 
line,  and  precept  upon  precept." 

The  first  corner-stake  of  the  Latter-day  Saints'  educational 
system  was  driven  by  President  Brigham  Young  in  an  injunc- 
tion to  the  writer  on  the  eve  of  his  going  to  Provo  in  1876, 
to  organize  the  Academy  as  the  first  Church  school  in  Zion. 
**I  want  you,"  said  President  Young,  "to  remember  that  you 
ought  not  to  teach  even  the  alphabet  or  the  multiplication 
table  without  the  Spirit  of  God.  That  is  all.  God  bless  you. 
Good  bye." 


I90  SCHOOL  AND  FIRESIDE. 

From  this  corner  stake,  lines  have  been  run  to  other  stakes, 
foundations  have  been  laid  within  these  lines,  and  layers  upon 
layers  have  been  reared  above  one  another,  and  the  work  is 
still  progressing  onward  and  heavenward.  It  was  only  a 
small  shoot,  this  first  planting  by  the  Prophet  Brigham 
Young,  but  out  of  it  grew  a  Banyan  tree  that  spread  its 
branches  far  and  wide.  These  branches,  drooping  down- 
ward, have  taken  root  again  and  are  growing,  flourishing, 
and  multiplying  in  fruitful  soil  under  the  rain  and  sunshine 
of  the  Spirit  of  the  Gospel  ot  the  Latter  Days. 

But  I  was  about  to  speak  of  the  members  of  the  various 
boards  of  education.  What  financial  responsibilities  did  they 
incur!  They  had  to  meet,  in  some  instances,  all  the  expen- 
ses for  teachers'  salaries,  buildings,  furniture,  and  utensils. 
It  is  true,  not  all  of  them  comprehend  the  importance  ot  their 
task,  the  sacredness  of  their  obligation,  or  the  necessity  of 
devotion  to  the  cause,  but  the  neglect  or  indifference  of 
some  only  increased  the  burden  upon  the  shoulders  of  the 
rest. 

For  the  sake  of  keeping  their  Church  school  running,  some 
members  have  assumed  heavy  personal  responsibilities.  They 
have  also  continually  spent  their  time  and  means  to  attend 
board  meetings,  public  examinations,  and  have  travelled 
within  their  Stakes  in  the  interest  of  the  schools  committed 
to  their  care.  Even  the  public  appreciation  of  their  devoted 
labors  was  sometimes  too  scanty  to  be  felt  as  a  stimulus. 

The  public  is  a  heterogeneous  entity,  given  to  paroxisms 
of  unreasoning  excitement  on  the  one  hand  and  to  very  slow 
comprehension  of  beneficient  and  enduring  principles  of  truth 
on  the  other.  Comparatively  few  in  any  community  rise 
above  the  level  of  mediocrity  and  become  capable  of  seeing 
the  drift  of  events  and  of  recognizing  things  in  their  true 
light.  Thus  it  happens  that  all  labors  in  the  cause  of  truth 
have  to  be  performed  in  the  spirit  of  sacrifice,  long  suffering, 


SCHOOL  AND  FIRESIDE.  191 

and  devotion.  But  these  very  sacrifices  react  upon  the  mes- 
sengers ot  good  tidings  imparting  strength  ot  character  and 
intensified  faith;  qualities  which  attract  a  following  of  con- 
genial spirits  until  the  movement  spreads  and  the  work  be- 
comes a  dominent  factor  among  the  people. 

These  were  the  conditions  of  the  first  period  of  our  Church 
school  organization,  as  far  as  the  Stake  academies  are  con- 
cerned, and  as  if  to  bring  all  these  difficulties  to  a  climax, 
there  set  in  that  great  financial  depression  under  which  our 
whole  country  has  been  suffering  for  the  last  three  years  or 
more,  in  addition  to  which  the  property  of  the  Church  was 
seized  by  the  government,  and  expensive  lawsuits  were 
forced  upon  the  Authorities  and  the  people,  so  that  the  Gen- 
eral Board  was  obliged  to  discontinue  the  accustomed  annual 
appropriations  tor  the  time  being. 

In  consequence  of  these  drawbacks,  a  number  of  our  Church 
schools  had  to  discontinue,  while  others  were  prevented  from 
carrying  out  such  plans  of  advancement  as  they  had  in  con- 
templation. There  were  several  of  these  Stake  academies, 
however,  that  had  not  only  passed  the  ordeal  of  hard  times 
successfully,  but  had  grewn  in  spite  of  them,  so  that  they 
are  now  in  a  position  to  apply  to  the  General  Board  of  Edu- 
cation for  an  extension  of  their  charter  to  the  High  School 
Grade. 

Several  of  the  suspended  academies  are  contemplating  an 
early  resumption  of  their  labors,  while  in  a  few  Stakes  suit- 
able buildings  have  been  erected  already.  These  buildings 
have  been  rented  to  trustees  of  district  schools  until  the  re- 
spective boards  shall  find  themselves  able  to  open  them  ac- 
cording to  the  original  design. 

Seminaries. 

In  response  to  many  solicitations,  the  General  Board 
granted  permission  to  several  Stake  boards  to  establish  in 


I92  SCHOOL  AND  FIRESIDE, 

various  localities  Church  schools  of  the  exclusively  primary 
and  intermediate  grades,  under  the  name  of  seminaries. 
These  schools  had  their  own  local  boards,  subject,  however, 
to  their  respective  Stake  Boards  of  education. 

The  rule  that  religious  instruction  is  to  be  combined  with 
scholastic  and  domestic  education  was  to  be  strictly  main- 
tained in  these  schools  also.  The  results  growing  out  of 
these  labors  began  to  be  felt  among  the  rising  generation  to 
an  extent  that  surpassed  the  most  sanguine  expectations  of 
their  promoters. 

Religion  Classes. 

The  nature  of  this  important  feature  of  our  educational 
system  is  best  explained  by  the  subjoined  circular  letter  of 
the  First  Presidency  on  the  subject: 

Organisation  of  Religion  Classes. 

SALT  LAKE  CITY,  UTAH,  October  12,  1890. 

To  the  Presidents  of  Stakes,  Bishops,   and  all  whom  it  may 

Concern : 

DEAR  BRETHREN  AND  SISTERS: — The  all-absorbing  mo- 
tive that  led  the  great  majority  of  the  Latter-day  Saints  to 
forsake  their  homes  in  the  various  nations  to  dwell  in  these 
mountain  valleys  was  an  ardent  desire  to  serve  the  Lord 
more  perfectly  and  with  a  better  understanding.  In  too  many 
instances,  in  the  course  of  the  years,  this  grand  object  has 
been  lost  sight  of  in  the  toil  for  daily  existence,  and  less 
noble  aims  have  largely  taken  the  place  of  the  endeavor  to 
learn  the  ways  of  the  Lord  and  of  the  effort  to  walk  in  His 
paths.  This  benumbing  influence  on  our  spiritual  life  is 
widely  felt  in  our  homes,  and  more  particularly  affects  our 
children,  whose  faith  in  the  great  latter-day  work  has  not 
been  developed  and  strengthened  by  the  experience  which 
their  elders  have  had  in  lands  beyond  the  borders  of  Zion. 


SCHOOL  AND  FIRESIDE.  193 

Nor  does  the  training  which  our  youth  receive  in  the  district 
schools  increase  their  feelings  of  devotion  to  God  and  love 
for  His  cause,  for,  as  is  well  known,  all  teachings  of  a  reli- 
gious character  are  rigorously  excluded  from  the  studies  per- 
mitted in  these  institutions. 

To  lessen  this  great  evil,  and  counteract  the  tendencies 
that  grow  out  of  a  Godless  education,  the  Church  schools  of 
the  Saints  have  been  established.  But  while  these  accom- 
plish great  good,  the  sphere  of  their  usefulness  does  not  cover 
the  entire  field.  There  are  many  places  where  Church  schools 
cannot,  at  present,  be  established;  and  also  many  Saints  in 
those  places  where  such  schools  exist,  who,  for  various 
reasons,  cannot  send  their  children  thereto.  For  this  cause 
we  have  deemed  it  prudent  to  suggest  to  the  various  local 
authorities  other  measures  which,  while  not  occupying  the 
place  ot  Church  schools,  will  work  on  the  same  lines,  and  aid 
in  the  same  work  in  which  the  Church  educational  institu- 
tions are  engaged. 

We  suggest  that  in  every  ward  where  a  Church  school  is 
not  established,  that  some  brother  or  sister,  or  brethren  and 
sisters,  well  adapted  for  such  a  responsible  position  by  their 
intelligence  and  devotion,  as  well  as  for  their  love  of  the 
young,  be  called,  as  on  a  mission,  by  the  Bishop,  after  con- 
sultation with  the  President  of  the  Stake,  to  take  charge  of 
a  class  wherein  the  first  principles  of  the  Gospel,  Church 
History,  and  kindred  subjects  shall  be  taught.  This  class  to 
meet  for  a  short  time  each  afternoon  after  the  close  of  the 
district  school,  or  for  a  longer  time  on  the  Saturday  only, 
as  may  in  each  ward  be  deemed  most  consistent  with  the 
situation  of  the  people  and  most  likely  to  secure  a  good  at- 
tendance of  the  children.  In  some  cases  it  will  be  found 
that  the  children  are  too  wearied  after  their  usual  daily 
studies  to  take  interest  in  a  class  of  this  kind;  in  others,  Sat- 
urday may  prove  to  be  an  unsuitable  day. 


194  SCHOOL  AND  FIRESIDE. 

Where  arrangements  can  be  made,  it  will,  as  a  general 
thing,  be  well  to  secure  the  district  school  room  for  this  pur- 
pose, so  that  when  they  take  their  places  in  the  afternoon, 
these  exercises  can  commence  immediately  after  the  regular 
sessions  and  before  the  children  scatter;  but  where  this  is 
done  care  must  be  taken  to  keep  the  two  entirely  separate, 
so  that  the  law  may  not  be  infringed  upon.  Where  the  regu- 
lar school  room  cannot  be  obtained,  some  building  conven- 
iently situated,  and  as  near  as  possible,  should  be  secured  in 
its  stead;  the  object  being  to  secure  the  attendance,  as  far  as 
possible,  of  the  children  of  all  the  Latter-day  Saints.  A 
strenuous  effort  should  likewise  be  made  to  gain  the  hearty 
co-operation  of  the  parents,  as  without  their  aid  the  school 
will  measurably  fail  in  the  object  of  its  creation. 

We  deem  it  desirable  that  every  school  thus  established 
should  be  under  the  guidance  and  direction  of  the  General 
Board  of  Education;  and  those  brethren  and  sisters  who 
accept  this  call  will  receive  a  license  from  that  Board  to  act 
in  this  capacity.  Suggestions  with  regard  to  studies,  etc., 
will  also  be  issued  by  the  General  Board,  and  other  means 
be  adopted  to  place  these  classes  in  harmony  with  the 
methods  of  the  Church  school  system,  of  which,  in  fact,  they 
will  form  an  important  part.  Where  it  is  found  necessary  to 
pay  the  teacher  a  small  stipend  for  his  services,  the  General 
Board  of  Education  should  be  consulted  through  the  Stake 
Board;  but  it  is  thought  that  the  incidental  expenses  for  fuel, 
etc.,  may,  without  inconvenience,  be  met  by  the  ward,  or  by 
the  people  whose  children  are  benefitted. 

With  a  constant  desire  for  the  progress  of  all  true  educa- 
tion, we  remain,  with  much  respect, 

Your  brethren  in  the  Gospel, 

WILFORD  WOODRUFF, 
GEORGE  Q.  CANNON, 
JOSEPH  F.  SMITH, 

First  Presidency  of  the  Church  of  Jesus 
Christ  of  Latter-day  Saints. 


SCHOOL  AND  FIRESIDE.  195 

With  the  counsel  of  the  First  Presidency  before  them,  the 
General  Superintendent  and  his  co-laborers  in  the  various 
boards  ot  education  and  faculties,  found  a  problem  to  solve 
lor  which  no  antecedents  could  give  them  pointers.  To 
avoid  mistakes  that  would  prove  disastrous  to  the  successful 
operation  of  this  additional  feature  in  their  work,  it  became 
necessary  to  move  with  extreme  caution,  so  that  every  step 
taken  might  be  in  harmony  with  the  general  aim  in  view, 
and  in  due  consideration  of  surrounding  circumstances.  Stake 
superintendents  for  these  religion  classes  were,  to  this  end, 
appointed  in  many  Stakes  of  Zion,  whose  duty  is  to  labor 
under  the  direction  of  the  General  Superintendent  and  of  the 
respective  Stake  boards,  and  in  co-operation  with  the  Sunday 
school  authorities.  Blanks  for  annual  statistical  reports  were 
issued,  and  instructions  in  regard  to  plans  and  subjects  were 
published  from  time  to  time  in  the  Juvenile  Instructor,  aug- 
mented by  a  vigorous  correspondence  between  the  General 
Superintendent  and  the  various  officers  of  religion  classes. 
Pamphlets  for  the  guidance  of  their  Religion-Class  instruc- 
tors, were  published.  These  guides  have  been  adopted  and 
followed  with  very  satisfactory  results  in  several  Stakes. 
Licenses  to  the  various  instructors  have  been  issued  accord- 
ing to  instructions  ©f  the  First  Presidency.  The  difficulties 
that  this  movement  has  encountered  in  some  Stakes,  how- 
ever, have  appeared  to  some  authorities  so  nearly  unsur- 
mountable  as  to  discourage  them  from  making  the  attempt 
even  to  establish  these  classes.  This  is  the  more  deplorable 
as  these  religion-classes  are  intended  to  bring  the  principle 
of  our  educational  system  within  the  reach  of  every  child  and 
cement  more  firmly  thereby  the  relationship  between  family 
and  school  among  the  Latter-day  Saints.  To  bring  about 
this  much  to  be  desired  consumation  of  affairs,  requires  all 
the  faith,  deyotion,  patience,  and  co-operation  of  every  lover 
of  the  youth  of  our  people.  Where  is  the  true  Latter-day 


1 96  SCHOOL  AND  FIRESIDE. 

Saint  that  can  afford  to  permit  his  weakness  of  faith  or  indif- 
ference to  tie  the  hands  of  those  that  are  endeavoring  to 
carry  out  the  inspired  counsel  of  the  First  Presidency  in  this 
laudable  movement? 


CHAPTER  IV. 


CO-ORDINATE  ASSOCIATIONS. 


As  STATED  already,  since  the  beginning  of  the  great  latter- 
day  work,  the  minds  of  the  leaders  of  our  people  have  been 
exercised  in  regard  to  the  education  of  the  youth.  Their 
careful  consideration  of  all  the  changing  environments  of  the 
people  from  time  to  time;  their  wise  counsels  to  avoid  plung- 
ing into  that  artificial  style  of  education  which  characterizes 
to  such  an  alarming  extent  the  training  especially  of  the  so- 
called  "better  classes;"  their  unwavering  firmness  in  promot- 
ing harmony  in  the  cultivation  ot  the  hand,  the  head,  and 
the  heart,  the  three  essential  directions  of  all  true  educational 
efforts;  their  untiring  labors  so  to  elevate  the  people  as  to 
make  them  comprehend  the  necessity  of  a  closer  union  be- 
tween school  and  fireside; — all  these  points  give  ^ncontro- 
vertible  evidence  of  their  devotion  to  the  people's  truest  in- 
terests and  contradict  the  calumnies  of  their  enemies  to  the 
effect  that  the  Mormon  people  are  opposed  to  education. 

But  besides  sustaining  loyally  our  excellent  public  school 
system,  and  building  up  in  fraternal  connection  therewith  a 
Church  school  system,  as  already  explained,  the  General 
Authorities  ot  the  Church  have  established  co-ordinate  insti- 
tutions, some  to  prepare  for,  some  to  augment,  and  some  to 


SCHOOL  AND  FIRESIDE.  197 

supplement  the  acquirements  of  a  common  school  education. 
But  all  of  these  are  to  be  joined  together  by  the  golden  thread 
of  the  testimony  of  Jesus  Christ.  The  first  one  of  these  co- 
ordinate institutions  is 

THE    PRIMARY   ORGANIZATION. 

The  organizations  of  the  Primary  Associations,  which  are 
made  up  of  kindergarten  and  first  grade  children,  indicates 
the  initiatory  point  where  education  emerges  from  exclusive- 
ly domestic  care  and  training  into  school  life. 

The  fact  was  recognized  long  ago,  that  a  child,  on  enter- 
ing the  school  room  has  already  received  a  great  amount  of 
education  either  for  good  or  for  evil  as  the  case  may  be.  To 
assist  and  guide  the  former  kind  and  to  overcome  the  latter 
as  fast  as  possible,  has  been  the  study  of  many  educators, 
and  was  a  point  that  did  not  escape  the  notice  ot  the  friends 
of  childhood  among  our  people. 

It  was  but  in  accordance  with  the  nature  of  woman's  mis- 
sion that  the  inspiration  for  the  first  step  toward  the  intro- 
duction of  this  important  feature  in  our  educational  system 
should  come  to  a  woman — Mrs.  Aurelia  S.  Rogers — of  Davis 
County,  Utah.  She,  with  Sister  Eliza  R.  Snow,  the  "Miriam 
of  the  Latter  Days,"  presented  the  idea  to  President  Brigham 
Young  in  1876.  This  great  natural  educator  perceived  with 
prophetic  eye  the  importance  and  bearing  of  this  inspired 
thought,  and  counseled  its  speedy  adoption. 

"Suffer  little  children  to  come  unto  me  and  forbid  them 
not,  for  of  such  is  the  Kingdom  of  Heaven."  Faithful  and 
devoted  sisters  were  found  in  every  community  of  the  Saints 
willing  to  take  upon  themselves  the  sacred  mission  of  carry- 
ing into  effect  this  beautiful  injunction.  A  General  Superin- 
tendency  was  appointed  over  the  organization.  Stake  and 
ward  organizations  were  effected  with  their  respective  offi- 
cers and  instructors;  plans,  programs,  and  methods  of  pro- 


[98  SCHOOL  AND  FIRESIDE 

cedure  were  devised;  meetings,  consultations,  and  general  as 
well  as  Stake  conferences  were  held;  visitors  called  upon 
parents  in  the  interest  of  the  "Primaries,"  to  enlighten  them 
in  regard  to  the  benefits  which  the  little  ones  would  derive 
from  attending  these  meetings;  and  instructors,  by  adopting 
more  or  less  the  kindergarten  methods  of  teaching,  became 
more  efficient  and  successful  in  their  work;  and  in  conse- 
quence the  association  grew  more  and  more  interesting  and 
attractive  to  the  little  ones.  Even  the  public  schools  are 
grateful  for  the  healthy  preparatory  training  here  received  by 
prospective  pupils.  Thus  is  the  time  approaching  concerning 
which  the  ancient  prophecy  says,  that  in  the  latter  days  the 
glory  of  God  shall  be  proclaimed  out  of  the  mouths  of  in- 
fants. 

This  organization  extends  now  over  all  the  stakes  of  Zion, 
has  its  ramifications  in  every  Bishop's  Ward,  and  counts  its 
little  pupils  by  tens  of  thousands.  Hundreds  of  faithful  and 
devoted  sisters  have  been  laboring  now  "without  purse  or 
scrip"  for  years,  sowing  seeds,  that,  when  ripened,  will  be 
gathered  by  the  angels  of  heaven,  and  the  Master,  at  the  har- 
vest time,  will  glorify  the  work,  that  now  is  being  done  in 
humility,  faith,  and  love. 

SUNDAY    SCHOOLS. 

To  do  justice  to  the  Sunday  school  cause  in  so  brief  a 
space  as  can  be  allotted  in  this  work,  is  a  problem  so  far  be- 
yond the  capacity  ot  the  author,  that  he  almost  shrinks  from 
attempting  it.  But  the  necessity  of  presenting  to  the  public 
truthfully  all  the  links  in  the  chain  of  the  Latter-day  Saints' 
educational  system,  encourages  him  to  attempt  an  outline. 

While  other  educational  institutions  among  us  have  their 
limitations  in  age,  efficiency,  or  means,  the  Sunday  schools 
are  open  to  all  without  respect  to  any  of  these  considerations, 
and  comprise,  in  consequence  of  this  immense  lattitude, 
nearly  one-third  of  our  whole  people,  or  more  definitely 


SCHOOL  AND  FIRESIDE.  199 

speaking,  over  IOO.OOO  members,  including  officers,  ceachers, 
and  pupils. 

This  most  numerously  attended  of  all  special  organiza- 
tions in  the  Church,  which  at  the  same  time  is  so  thorough 
in  its  operation,  so  far  reaching  in  its  aims,  and  so  potent  in 
its  influence,  had  its  origin  in  the  humble  endeavor  of  Elder 
Richard  Ballantyne,  who  opened  a  Sunday  theological  class 
in  the  Fourteenth  Ward,  Salt  Lake  City,  in  1849.  This 
work  soon  assumed  proportions  necessitating  the  assistance 
of  other  devoted  teachers.  Soon  a  Sunday  school  compris- 
ing several  grades,  conducted  under  separate  instructors, 
with  the  originator  of  the  movement  as  Superintendent,  was 
in  operation.  The  example  thus  set  was  followed  in  other 
localities,  and  Sunday  schools  began  to  multiply  among  the 
people.  But  this  very  rapid  increase  revealed  serious  defects, 
among  which  the  diversity  of  ways  and  methods  in  teaching, 
arising  from  the  lack  of  mutual  understanding  and  general 
supervision,  was  the  chief  one. 

This  defect,  if  not  rectified  soon,  threatened  to  result  in 
confusion,  gradual  slackening  ot  efforts,  and  eventual  dying 
out  of  the  movement.  To  avoid  such  a  calamity,  the  leading 
spirits  in  the  cause  and  the  superintendents  of  the  various 
Sunday  schools  convened  in  the  City  Hall,  Salt  Lake  City, 
August  9,  1872,  and  took  preliminary  steps  toward  a  general 
organization.  This  action  was  soon  followed  by  the  system- 
atic organization  of  all  schools  under  the  name  of  the  "Des- 
eret  Sunday  School  Union." 

To  assist  the  General  Superintendent  in  his  labors,  a  Sun- 
day School  Union  Board  was  appointed,  whose  duties  are  to 
meet  weekly  at  the  office,  (now  334  Constitution  Building, 
Main  Street,  Salt  Lake  City,)  deliberate  upon  the  interests 
of  the  S.  S.  Union,  dispose  of  the  constantly  increasing  cor- 
respondence, hear  reports  of  the  committees  on  ways  and 
means,  publications,  etc.,  and  make  appointments  for  visit- 


200  SCHOOL  AND  FIRESIDE. 

ing  the  various  Sunday  schools  in  the  Church.  The  rapidly 
multiplying  work  made  the  appointment  of  Assistant  General 
Superintendents  necessary. 

In  addition  to  the  General  Superintendency  and  the  S.  S. 
Union  Board  every  Stake  of  Zion  has  its  Stake  Superinten- 
dent with  two  assistants,  and  every  Sunday  school  a  super- 
intendent with  the  same  number  of  assistants,  a  secretary,  a 
treasurer,  a  librarian,  and  a  choir  leader  as  general  officers, 
and  a  head  teacher  with  several  instructors  for  each  depart- 
ment. 

A  General  Conference  of  the  Sunday  School  Union  is  held 
at  the  great  tabernacle,  Salt  Lake  City,  during  each  ot  the 
semi-annual  conferences  of  the  Church  in  April  and  October, 
at  which  over  5,000  Sunday  school  workers  assemble  to  listen 
to  instructions  by  the  members  of  the  General  Superinten- 
dency, and  other  prominent  laborers  in  the  cause. 

Besides  these  general  conferences,  annual  conferences  are 
held  in  every  Stake,  lasting  two  days.  These  gatherings  are 
generally  attended  by  at  least  one  member  of  the  General 
Superintendency  and  one  other  member  of  the  S.  S.  Union 
Board.  Here  short  class  exercises  from  different  Sunday 
schools,  reports  of  Stake  superintendents  and  presiding  au- 
thorities in  the  Stake,  with  instructions  from  the  visiting 
brethren,  and  the  presentation  of  the  General  as  well  as  of 
the  Stake  Sunday  School  Authorities,  constitute  the  program 
of  proceedings.  A  Teachers'  Meeting,  held  some  time  be- 
tween the  public  meetings,  is  one  of  the  most  important 
features  on  these  occasions. 

The  Juvenile  Instructor,  has  become  the  official  organ  of 
the  S.  S.  Union  and  should  be  found,  read,  and  explained  in 
every  Sunday  school.  It  is  one  of  the  purest,  most  instruc- 
tive, and  interesting  family  papers  in  the  land.  This  semi- 
monthly periodical  is  supplemented  in  its  beneficial  mission 


SCHOOL  AND  FIRESIDE.  2OI 

by  other  publications  issued  by  the  S.  S.  Union  Board.  These 
consist  in  music  books,  hymn  books,  catechisms;  cards  with 
catechetic  exercises  on  the  Lord's  Prayer,  the  Ten  Command- 
ments, the  Articles  of  Faith;  charts,  illustrating  scenes  from 
Bible  and  Book  of  Mormon  history;  Leaflets;  a  Guide;  and  a 
series  of  lectures  on  S.  S.  Methods  of  teaching.  These  with 
other  minor  items  make  a  total  of  about  444,000  copies  pub- 
lished and  distributed  thus  far  among  our  Sunday  schools. 

To  still  further  elevate  the  standard  of  efficiency  and  bring 
about  a  greater  unification  of  system  and  methods,  the  S.  S. 
Union  Board  established  a  Normal  class,  for  Sunday  school 
officers  and  teachers  at  the  Brigham  Young  Academy,  Provo, 
in  1892,  under  the  direction  of  the  Principal,  assisted  by 
several  leading  members  of  the  faculty.  A  Model  Sunday 
School,  connected  with  the  same  institution  gives  these 
students  an  opportunity  to  witness  the  practical  operation  of 
the  instruction  which  they  receive  during  the  week.  Many 
graduates  Irom  this  S.  S.  Normal  course  have,  on  returning 
home,  established  similar  classes  on  the  basis  of  the  notes 
taken  at  the  Brigham  Young  Academy. 

Sunday  school  missionaries  have  been  appointed  from  time 
to  time  in  various  Stakes  to  assist  the  Stake  superintendency 
and  a  greater  uniformity  of  methods,  with  correspondingly 
more  satisfactory  results,  have  grown  out  of  these  united 
efforts. 

Having  no  endowments  of  any  kind  with  which  to  meet 
the  expenses,  publications,  travels,  correspondence,  and  in- 
cidentals of  office  work,  the  General  Superintendency  and 
S.  S.  Union  Board  instituted  the  so-called  "Nickle  Day,"  that 
is  to  say,  a  certain  Sunday  every  year  is  set  apart  as  the  day 
on  which  every  officer,  teacher,  and  pupil  of  the  Sunday 
School  Union  is  expected  to  donate  five  cents  for  the  cause. 
If  all  those  included  in  this  category  respond  to  the  call,  the 
Board  will  find  itself  in  a  position  to  not  only  defray  all  cur- 


202  SCHOOL  AND  FIRESIDE. 

rent  expenses,  but  even  to  extend  still  further  its  efforts  in 
the  matter  of  publication  and  other  labors. 

Annual  statistical  reports,  according  to  furnished  blanks 
are  sent  by  every  Sunday  school  superintendent,  to  his  Stake 
superintendency  whose  duty  it  is  to  send  a  summarized  Stake 
report  to  the  Secretary  of  the  General  Board,  who,  in  his 
turn,  prepares  a  report  to  the  General  Superintendency  and 
the  Union  Board,  to  be  read  at  the  Annual  Conference  in 
April. 

The  spirit  and  aims  of  Sunday  school  work  are  reflected  in 
the  endeavors  of  all  officers  and  teachers  to  cultivate  by  pre- 
cept and  example  an  acquaintance  with,  a  love  for,  and  an 
habitual  obedience  to  the  principles  of  the  Gospel  of  life  and 
salvation;  to  plant  in  the  hearts  of  their  pupils  a  living  testi- 
mony of  the  divinity  of  the  Latter-day  work,  and  a  desire  to 
render  obedience  to  its  doctrines  and  ordinances. 

To  this  end,  the  Bible,  the  Book  of  Mormon,  the  Book  of 
Doctrine  and  Covenants,  and  the  Pearl  of  Great  Price,  as  the 
standard  works  of  the  Church,  together  with  several  other 
works  on  doctrine  and  church  history,  when  endorsed  by  the 
S.  S.  Union  Board,  are  used  in  the  various  departments.  The 
"Guide"  and  the  "Lectures  on  Sunday  School  Work,"  are 
mainly  for  reference  and  use  in  teachers'  meetings.  The 
"Leaflets"  treat  catechetically  doctrines  of  the  Church, 
stories,  and  passages  from  the  Bible,  Book  of  Mormon,  and 
Church  history. 

As  these  leaflets  exhibit  the  best  known  method  thus  far 
of  handling  any  subject  in  Sunday  school  work,  it  may  not 
be  amiss  to  state  here  their  main  features.  After  naming 
the  subject  of  the  lesson  with  its  proper  references,  the  full 
text  is  given.  A  "lesson  statement"  in  plain  and  concise 
language  follows,  accompanied  by  "notes,"  explanatory  ot 
prominent  points  in  the  text.  Then  are  added  points  re- 
garding what  can  be  learned  from  the  lesson.  The  whole 


SCHOOL  AND  FIRESIDE.  203 

concludes  with  questions  on  the  lesson.  Some  of  our  instruc- 
tors, by  merely  following  scrupulously  the  contents  of  these 
leaflets,  line  after  line,  have  been  disappointed  in  the  results, 
become  discouraged,  and  discarded  them  altogether. 

The  greatest  amount  of  benefit  from  the  use  of  these  leal- 
lets  is  by  using  the  notes,  points,  and  questions,  with  any 
necessary  additions  whenever  and  wherever  they  fit  in  dur- 
ing the  reading  of  the  text.  The  lesson  statement  should 
close  up  the  exercise.  There  is  no  need  for  finishing  one 
leaflet  every  Sunday. 

The  pictorial  charts,  representing  scenes  from  the  Bible 
and  Book  of  Mormon,  are  treated  according  to  the  method 
ot  object  lesson  teaching,  and  their  usetulness  is  in  exact 
proportion  to  the  efficiency  of  the  teacher  in  handling  them. 

It  is  characteristic  of  by  far  the  greater  number  of  our 
Sunday  school  teachers  that  they  go  at  their  work  with  a 
prayerful  heart  and  a  thorough  preparation  of  the  subject- 
matter  before  them. 

The  higher  department,  or  so-called  Theological  Class,  is 
composed  of  such  members  as  are  supposed  to  be  already 
somewhat  better  acquainted  with  the  principles  of  the  Gospel, 
and  are  expected,  therefore,  to  be  ready  for  filling  any  tem- 
porary yacancy  in  the  corps  of  teachers  at  short  notice. 

A  beautiful  feature  has  lately  been  introduced  into  many 
Sunday  schools.  This- is  the  organization  of  a  "Kindergar- 
ten Sunday  School,"  for  little  ones  under  six  years  of  age. 
The  success  of  this  movement  is  inducing  other  superinten- 
dents to  follow  the  example,  and  soon  the  new  feature  will 
spread  throughout  the  whole  Sunday  School  Union. 

To  render  a  just  account  of  the  individual  labors  of  even 
the  most  prominent  Sunday  school  workers  would  far  surpass 
my  ability  of  judging  as  to  where  to  draw  the  line.  None 
are  working  for  fame  or  notoriety  as  they  rest  assured  of  a 
better  reward  in  the  final  recognition  of  their  labors  by  the 


204  SCHOOL  AND  FIRESIDE. 

Great  Master.  There  is  one,  however,  next  to  our  beloved 
General  Superintendent,  who  is  deserving  special  mention,  a 
man  whose  untiring-  labors  in  the  Sunday  school  cause  began 
with  the  beginning  and  have  never  since  flagged,  a  man  who, 
by  his  very  originality  and  genuineness,  has  endeared  him- 
self to  every  man,  woman,  and  child  connected  with  our 
Sunday  schools,  a  man  whose  venerable  head  is  now  en- 
circled by  the  glories  of  life's  setting  sun — I  refer  to  Elder 
George  Goddard,  First  Assistant  General  Superintendent  of 
the  Deseret  Sunday  School  Union. 

MUTUAL    IMPROVEMENT   ASSOCIATIONS. 

An  educational  system  confined  to  the  school  room,  leav- 
ing out  the  fireside,  and  directing  its  forces  only  to  a  certain 
age  or  grade  of  pupils,  must  of  necessity  be  too  fragmentary 
to  shape  successfully  the  destiny  of  a  whole  people. 

Lycurgus,  nearly  900  years  before  the  Christain  Era,  recog- 
nized this  fact,  and  began  his  system  of  training  by  causing 
the  new-born  infant  to  be  examined  as  to  its  physical  fitness 
for  future  citizenship  in  the  warlike  state.  Thence  forward, 
throughout  all  the  stages  of  infancy,  maturity,  and  adoles- 
cence, the  Spartan,  male  and  female,  was  the  recipient  of  an 
education  that  enabled  Sparta,  notwithstanding  its  geographi- 
cal insignificance,  to  maintain  its  military  renown  for  cen- 
turies. The  means  were  wisely  adapted  to  the  end,  no 
matter  what  our  opinions  concerning  that  end  itself  may  be. 

When  our  people  under  the  leadership  of  Brigham  Young, 
in  1847,  arrived  in  these,  then  desolate,  regions,  they  real- 
ized that  their  existence  and  future  prosperity  depended, 
next  to  the  interposition  of  Providence,  upon  their  own 
efforts.  There  was  method  in  all  their  doings.  Wiseacres 
among  and  around  them  shouted  impetuously  for  changes  in 
the  course  of  the  ship  of  Zion,  but  their  leader  stood  firm 
and  calm  at  the  helm,  and  directed  the  ship  through  storms, 


SCHOOL  AND  FIRESIDE.  205 

breakers,  and  sandbanks  into  the  channels  of  conservative 
industry,  integrity,  and  steady  improvement,  having  as  pole- 
star  for  his  guidance  the  ultimate  destiny  of  the  Latter-day 
work. 

Among  the  many  features  of  the  administrative  policy  of 
this  great  statesman  and  leader,  the  educational  interest 
ever  formed  one  of  his  chiefest  concerns.  In  this  question 
he  manifested  his  wisdom  by  arousing,  on  the  one  hand,  the 
people  from  a  lethargic  indifference  to  education  into  which 
the  hard  struggle  for  the  necessities  of  life  threatened  to 
plunge  them,  and  to  withstand,  on  the  other,  the  impetuous 
clamorings  of  a  few  for  the  adoption  of  untimely  measures- 
measures  for  which  neither  the  wants  nor  the  means  of  the 
people  offered  a  justification. 

In  addition  to  the  establishment  of  common  schools,  a 
University,  two  Church  academies,  Sunday  schools,  and 
Primaries,  there  was  added  under  his  direction,  in  1875,  tne 
great  movement  known  as  Mutual  Improvement  Associa- 
tions, one  branch  for  young  men,  and  another  for  young 
ladies. 

These  twin  associations  intended  to  reach,  by  and  by,  all 
the  young  people,  have  proved  to  be  harbors  of  refuge  for 
many  that  were  in  danger  of  being  overtaken  by  the  allure- 
ments of  frivolity  and  vice;  nurseries  of  knowledge,  virtue, 
and  a  living  testimony  of  the  divinity  of  the  Latter-  day 
work;  training  schools  for  servants  of  God  in  the  missionary 
field  and  in  home  ministry  of  the  Priesthood;  and  institutions 
preparatory  for  the  virtues  and  requirements  of  public  and 
private  life. 

For  Young  Men. 

This  organization  is  defined  best  in  the  words  of  its  lead- 
ing authorities  as  follows:  "The  Y.  M.  M.  I.  A."  means  as  a 
whole,  a  universal,  self-helpful  system  of  instruction,  im- 
provement, education,  carried  right  to  every  home  in  the 


206  SCHOOL  AND  FIRESIDE. 

land.  It  means  self-culture  by  divinely  directed  self-effort. 
It  means  education  of  the  entire  people,  and  includes  the 
elevation  and  heightening  of  all  profitable  and  legitimate  re- 
creations. 

The  organization  comprises  now  more  than  10,000  mem- 
bers, and  is  divided  into  Stake  and  Ward  organizations,  pre- 
sided over  by  a  general  superintendency,  and  several  assist- 
ants, a  secretary,  a  treasurer,  and  a  music  director.  Each 
Stake  organization  consists  of  a  superintendent,  two  coun- 
selors, a  secretary,  a  treasurer,  and  a  music  director  with  aids. 
The  Ward  organizations  are  presided  over  by  superinten- 
dents with  two  counselors  to  each,  secretaries,  treasurers, 
librarians,  choristers,  and  special  class  instructors.  They 
are  classified  into  two  grades,  (a)  boys,  from  14  to  18  years, 
(&)  young  men,  from  1 8  to  45  years. 

These  associations  are  expected  to  be  in  operation  during 
at  least  eight  months  in  the  year.  The  exercises  are  of  a 
theological,  historical,  scientific,  and  literary  nature.  Com- 
plete courses  of  studies  in  the  above  named  fields  are  arranged 
on  the  basis  of  self-effort,  directed  by  chosen  text,  and  refer- 
ence books.  The  lectures,  class-work,  recitations,  and  exer- 
cises in  vocal  and  instrumental  music;  are  outlined  in  a  man- 
ual of  synoptical  lessons.  Practice  in  public  speaking  and  in 
conducting  meetings  form  a  prominent  feature.  So  also  the 
control  of  public  amusements  constitutes  one  of  the  aims  of 
the  Mutual  Improvement  Association. 

Manuals,  published  under  the  auspices  of  the  General 
Superintendency;  the  Contributor,  a  monthly  magazine,  con- 
taining sometimes  contributions  of  almost  classical  merit,  as 
the  official  organ  of  the  Y.  M.  M.  I.  A.;  visits  to  single  or- 
ganizations by  members  of  the  General  Superintendency  and 
by  regularly  appointed  missionaries;  an  extensive  correspon- 
dence; and  statistical  reports  from  all  Stake  organizations  to 
the  Annual  Conference  at  Salt  Lake  City,  held  on,  or  as  near 


SCHOOL  AND  FIRESIDE  207 

as  possible  to,  the  first  of  June  of  every  year,  on  the  anniver- 
sary of  the  birth  of  the  organization — these  form  the  working 
elements  of  this  grand  movement. 

For  Young  Ladies. 

In  connection  with  the  Y.  M.  M.  I.  A.,  already  treated 
upon,  the  organization  of  a  Young  Ladies  Mutual  Improve- 
ment Association  was  a  most  fitting  and  essential  comple- 
ment to  the  educational  system  of  the  Latter-day  Saints. 

In  too  many  instances,  even  among  the  most  enlightened 
nations  of  the  earth,  the  education  of  women  has  been  sub- 
jected to  limitations,  prejudices,  and  obstructions,  based  upon 
traditions  of  the  past.  The  idea,  that  a  young  woman  should 
have  equal  chances  with  her  brother  in  obtaining  an  educa- 
tion adequate  to  her  individuality,  inclinations,  and  capacities, 
so  as  to  enable  her,  if  necessary,  to  take  an  independent 
stand,  "to  paddle  her  own  canoe,"  so  to  speak,  and  even 
enter  into  competition  with  the  more  favored  being,  man, 
has  been  considered  so  preposterous,  as  to  cause  leading  in- 
stitutions of  learning  to  open  their  doors  very  reluctantly  to 
lady  students  and  then  only  with  many  provisions  of  limita- 
tion, and  some  institutions  are  still,  to  all  intents  and  purpo- 
ses, hermetically  closed  to  women. 

The  advocates  of  "woman's  rights,"  like  most  reformers 
and  agitators,  may  be  carried,  occasionally,  by  their  enthu- 
siasm into  Utopian  fancies,  but  the  principles  underlying  the 
whole  movement  are  incontrovertible  and  will  gain,  sooner 
or  later,  general  recognition  in  all  the  realms  of  civilized 
society. 

This  tact  was  recognized  already  by  our  people  in  the  days 
of  the  Prophet  Joseph  Smith,  who  stated  on  a  certain  occa- 
sion in  Nauvoo,  that  the  "key  was  now  turned  which  opened 
the  door  to  the  higher  development  of  women." 

When,  after  the  expulsion   from   Nauvoo,    the   wanderings 


208  SCHOOL  AND  FIRESIDE. 

across  the  plains,  and  the  struggles  of  pioneer-life  in  these 
valleys  ot  the  mountains,  the  Saints  began  to  enjoy  the 
privilege  of  permanent  homes,  and  settled  conditions  were 
shaping  the  course  of  events,  the  question  of  the  rights  of 
women  was  revived. 

As  far  back  as  the  winter  of  1869,  a  meeting  of  ladies  in 
the  Lion  House  was  held  with  the  purpose  of  organizing  a 
society  for  the  promotion  of  habits  of  order,  thrift,  industry, 
charity,  and  modesty  in  apparel,  speech,  deportment,  and 
mode  of  living. 

Thus  the  beginning  of  active  operation  in  this  direction 
was  made.  But  not  until  the  year  1877  was  a  definite  or- 
ganization effected.  The  Young  Ladies  Mutual  Improve 
ment  Association  had  its  beginning  in  the  same  year.  Organ- 
izations tor  the  various  Stakes  of  Zion  with  their  regular 
corps  of  officers,  corresponding  to  those  officiating  in  the  Y. 
M.  M.  I.  A.,  followed  in  rapid  succession,  and  soon  local 
organizations  in  the  various  Bishops'  Wards  completed  the 
system. 

To  the  credit  of  the  young  ladies  be  it  said,  that  they 
entered  into  the  spirit  of  the  movement  with  greater  alacrity, 
and  attended  their  meetings  more  numerously  and  regularly 
than  did  the  young  men  in  the  Y.  M.  M,  I.  A.  This  circum- 
stance is  easily  explained,  however,  by  the  fact  that  the 
former  have  not  so  many  influences  and  intervening  obstacles 
to  contend  with  as  have  the  latter. 

A  most  pleasing  and  healthful  feature  in  these  young 
ladies'  meetings  is  the  participation  ol  ladies  of  maturer  age 
and  experience,  by  which  the  young  daughters  in  Israel  are 
encouraged  in  their  preparation  for  the  domestic,  spiritual, 
intellectual,  and  practical  requirements  of  true  womanhood. 

That  the  appreciation  of  the  struggle  of  noble  women  for 
a  greater  extension  of  their  rights  and  spheres  of  usefulness 
among  the  Mormon  people,  is  not  a  mere  yielding  to  the 


SCHOOL  AND  FIRESIDE.  209 

spirit  of  the  times,  or  the  endeavor  to  give  it  practical  ex- 
pression,— not  a  mere  political  speculation,  as  intimated  by 
some,  but,  on  the  contrary,  that  it  is  the  result  of  religious 
conditions,  is  best  demonstrated  by  quoting  a  verse  from 
Eliza  R.  Snow's  inspired  hymn  on  "Primeval  Childhood." 
That  verse  reads  as  follows: 

"I  had  learned  to  call  Thee  Father, 
Through  Thy  Spirit  from  on  High; 
But  until  the  Key  of  Knowledge 
Was  restored,  I  knew  not  why. 
In  the  heaven  are  parents  single? 
No;  the  thought  makes  reason  stare! 
Truth  is  reason;  truth  eternal 
Tells  me,  I've  a  mother  there." 

The  Y.  L.  M.  I.  A.  consists  now  of  a  membership  of  nearly 
13,500,  extending  its  operations  and  influence  throughout 
Utah,  into  Idaho,  Wyoming,  Canada,  England,  Arizona, 
Colorado,  New  Mexico,  old  Mexico,  the  Sandwich  Islands, 
and  New  Zealand.  Members  of  the  General  Superintendency 
aiid  General  Board  are  traveling  annually  thousands  of  miles 
in  visiting  the  various  branches  of  the  association;  and  semi- 
annual conferences  of  the  leading  authorities  are  held  for  the 
purpose  of  receiving  reports  and  discussing  the  affairs  of  the 
association  and  devising  plans  for  improvement. 

"The  Guide,"  a  pamphlet  published  by  the  General  Super- 
intendency, performs  a  similar  mission  among  the  young 
ladies,  to  what  the  "Manual,"  already  spoken  of,  does  among 
the  young  men.  "The  Young  Woman's  Journal"  is  the 
the  official  organ  of  the  association.  This  paper  contains 
occasionally  valuable  contributions  from  abroad;  stories  of 
an  elevating  character,  far  superior  to  the  generality  of  novels 
in  our  day;  editorials  bearing  upon  the  physical,  intellectual, 
moral,  and  spiritual  interests  of  women;  and  poetry  of  con- 
siderable merit  sometimes  appears  in  its  pages. 


210  SCHOOL  AND  FIRESIDE. 

As  in  the  case  of  the  organization  of  young  men,  the  Y.  L. 
M.  I.  A.  is  self-supporting,  meeting  all  its  expenses  by  volun- 
tary contributions  from  its  members,  by  proceeds  from  public 
concerts,  and  from  entertainments  gotten  up  under  the  aus- 
pices of  the  association. 

A  very  important  move  was  made  when  the  Y.  L.  M.  I.  A. 
joined  the  "National  Council  of  Women  in  the  United  States." 
This  union  does  not  interfere,  however,  in  any  way  with  the 
management  and  spirit  of  the  home  association,  but  affords 
an  opportunity  to  its  members  to  become  acquainted  with 
the  work  of  women  in  other  parts  of  the  United  States,  while, 
on  the  other  hand,  the  latter  are  informed  of  the  work  done 
by  their  sisters  in  Utah. 

Conjoint  Meetings. 

Notwithstanding  the  beneficent  results  realized  by  the  ex- 
ercises in  each  of  these  two  associations,  the  respective 
authorities  found  that  an  occasional  union  of  both  would  be 
conducive  of  still  greater  good,  in  as  much  as  thereby  a  har- 
mony of  methods,  a  stimulation  to  renewed  efforts,  and  in 
some  measure  at  least,  a  controlling  influence  over  the  asso- 
ciation among  the  young  people  could  be  exercised.  For 
these  purposes,  the  feature  of  conjoint  meetings  was  intro- 
duced with  very  satisfactory  results.  They  were  held  in  some 
places  monthly,  in  some  at  longer  intervals. 

It  has  been  observed,  that  on  these  occasions  those  ap- 
pointed to  take  part  in  the  program  put  forth  their  best  efforts. 
These  meetings  are  generally  looked  forward  to,  even  by  the 
older  portion  of  the  community,  with  joyful  anticipation.  It 
could  not  fail  to  give  parents  pleasure  thus  to  see  their  sons 
and  daughters  stand  forth  in  praiseworthy  competition  for  the 
approval  of  the  audience. 

Essays,  recitations,  vocal  and  instrumental  music,  the 
making  of  reports,  the  offering  of  prayer,  the  hearing  of  testi- 


SCHOOL  AND  FIRESIDE.  2  1 1 

monies  and  delivery  of  speeches,  lectures,  as  also  the  acquir- 
ing of  ability  to  conduct  meetings  and  keep  minutes — these 
varieties  of  activity  constitute  the  main  features  of  conjoint 
meetings. 

The  arrangement  and  execution  of  the  work  is  entirely  in 
the  hands  of  the  young  people,  the  purpose  being  to  give 
them  opportunities  for  the  cultivation  ol  self-effort  and  of 
capacity  in  managing  public  affairs  in  the  spirit  of  emulation, 
integrity,  generosity,  and  intelligence.  In  connection  with 
these  aims,  it  is  recommended  that  the  Mutual  Improvement 
Associations  should  mutually  agree  to  control  as  much  as 
possible  the  public  parties  for  the  young  people. 

Young  ladies,  especially  in  smaller  communities,  have  it 
absolutely  in  their  power,  if  they  only  understood  how  to 
use  that  power  properly,  to  dictate  to  the  young  men  the 
terms  upon  which  the  latter  could  have  the  privilege  of  re- 
cognition by  them.  If,  tor  instance,  they  had  all  agreed  to 
"boycott"  any  young  man  known  to  be  a  bad  son,  ill-treat- 
ing his  parents,  of  shiftless  habits,  given  to  strong  drink  and 
the  use  of  tobacco,  to  breaking  the  Sabbath  day.  or  one  guilty 
of  other  ungentlemanly  and  immoral  practices, — there  would 
be  left  to  such  a  fellow  only  the  choice  of  reforming  or  leav- 
ing the  country. 


TE0HNI6S, 


IF  in  the  treatment  of  the  preceding  subjects  the  influence 
of  the  teacher  had  to  be  either  directly  pointed  out  or  indi- 
rectly seen  by  inference,  in  the  following  series  of  chapters 
under  the  general  head  of  Technics,  another  class  of  workers 
in  the  educational  field  will  have  their  labors  and  responsi- 
bilities more  prominently  considered.  There  are  the  various 
officials  operating  in  the  capacity  of  school  boards,  boards  of 
trustees,  boards  of  education,  and  superintendents. 

In  times  past,  the  success  in  anything  not  connected  in 
some  way  with  church  or  state,  depended  mostly  upon  indi- 
vidual effort,  judgment,  pluck,  popularity,  or  good  fortune. 
Society,  however,  with  the  assistance  of  state-craft,  legis- 
lative enactments,  mutual  agreement,  or  the  pressure  of 
public  opinion,  has  been  gradually  widening  the  field,  regu- 
lating and  systematizing  what  was  lelt  before  to  individual 
enterprise.  This  tendency  finds  intensified  expression  in  the 
agitation  of  the  Socialists  of  our  day.  As  its  ultimate  con 
sequences,  Socialism,  would  absorb  all  the  chances  for  indi- 
vidual self-activity,  and  combine  them  into  one  huge  crystal- 
ization  of  society;  a  tyranny  in  comparison  with  which  the 
reign  of  a  Nero  or  of  a  Genghis  Khan  would  be  a  paradise. 
Socialism,  and  its  twin  brother,  Infidelity,  are  engaged  in  a 
work  of  destruction.  Destruction  of  faith  in  the  certainty 
of  heaven  leads  to  destruction  of  faith  in  the  divinity  of 
man. 

There  is  a  beautiful  medium,  a  line  across  which  the  beam 
of  the  scale  may  oscillate  seeking  to  find  equilibrium.  But 
equilibrium  in  its  absolute  sense  will  never  be  reached  in  this 


SCHOOL  AND  FIRESIDE.  213 

stage  of  existence.  The  social  questions  agitating  the  nations 
in  our  day  will  find  their  final  solution  in  the  Order  of  Enoch 
to  be  established  when  the  Prince  of  Peace  shall  come  to 
reign  on  earth  a  thousand  years,  and  Satan  be  bound  that  he 
may  no  more  sow  the  seeds  of  discord  into  the  hearts  of  the 
children  of  men. 

The  cause  of  education  has  been,  is,  and  will  be  for  some 
time  to  come,  subject  to  all  these  influences.  It  is  the  duty 
of  the  guardians  of  the  school  to  throw  around  it  such  moral 
and  legal  protection,  to  render  it  such  substantial  and  intelli- 
gent support,  and  to  provide  it  with  such  available  facilities, 
as  will  enable  it  to  perform  its  mission  among  the  people, 
namely,  the  moulding  of  the  minds  of  the  rising  genera- 
tion for  the  comprehension  and  execution  of  life's  responsibil- 
ities. 

The  work  of  school  authorities  is  of  a  nature,  requiring  a 
degree  of  integrity,  intelligence,  and  devotion,  that  is  as  yet 
little  appreciated  by  the  generality  of  the  people.  This  is 
manifest  by  the  indifference  with  which  the  claims  of  parti- 
sanship are  acceded  to,  or  with  which  persons,  ill-qualified 
by  character,  intelligence,  and  disposition  are  chosen  to  these 
important  offices.  Some  wide  awake  communities  in  Utah 
have  emancipated  themselves  from  this  slothful  spirit,  strik- 
ing out  along  new  lines,  and  chosing  men  for  these  offices 
that  will  labor  with  well  advised  and  wisely  directed  zeal  for 
the  greatest  good  to  the  greatest  number. 

But  even  the  best  organized  boards  of  education  are  as 
yet,  in  the  most  instances,  defective  in  one  particular,  which 
ought  to  be  rectified  in  future  at  every  election;  that  is,  the 
absence  ol  lady  members.  One  half  ot  the  school  population 
belongs  to  the  female  sex,  and  therefore  women  are  entitled 
to  representation  in  eyery  board  of  education.  The  prevail- 
ing defect  in  this  regard  finds  its  explanation  only  in  the 
prejudices  of  the  past. 


214  SCHOOL  AND  FIRESIDE, 

President  Brigham  Young,  with  the  foresight  characteristic 
of  him,  selected  a  lady  as  one  of  the  members  constituting 
the  first  Board  of  Trustees  of  the  Brigham  Young  Academy, 
at  Provo,  in  1875-  This  arrangement  has  not  only  been  kept 
up  ever  since,  but  has  been  followed  by  most  of  our 
Church  boards  of  education.  It  is  to  be  hoped  soon  that  no 
one  will  be  found  who  would  not  grant  so  just  a  recognition 
of  the  female  sex.  The  generous  support,  wise  counsel,  and 
gentle  influence  of  women  are  factors  that  our  schools  stand 
much  in  need  of  today. 

The  first  item  of  consideration  for  all  boards  of  education 
is  the  question  of  Finances. 


CHAPTER  I. 


FINANCES. 


THE  sources  from  which  the  funds  at  the  disposal  of  an 
educational  board  may  spring,  are  various.  They  may  be 
derived  from  taxation,  tuition,  endowments,  voluntary  con- 
tributions, proceeds  from  sale  or  rent  of  properties,  from  in- 
dividuals, from  entertainments,  concerts,  lectures,  etc. 

Upon  the  proper  handling  of  these  funds,  as  regards  re- 
ceiving and  disbursing,  depend  not  only  the  successful  main- 
tenance of  the  respective  institutions,  but  also  public  confi- 
dence in  them. 

All  business  matters  must  be  conducted  on  business  prin- 
ciples which  recognize  no  other  authority  than  a  strict  account- 
ing. Not  only  should  complete  statements  of  such  accounts, 
endorsed  by  properly  qualified  auditing  committees,  be  ren- 


SCHOOL  AND  FIRESIDE.  2 1  5 

dered,  at  specified  times,  but  they  should  also  be  open  to 
the  inspection  of  any  one  whom  they  may  concern.  The 
neglect  of  this  important  point  has  been,  in  many  instances, 
the  cause  of  retarding  the  progress  of  education  among  the 
people. 

It  must  be  acknowledged,  that  in  far  too  many  instances, 
the  funds  for  school  purposes  have  scarcely  been  commen- 
surate with  the  requirements  of  the  occasion,  and  a  degree  of 
economy  had  to  be  practiced  that  seemed  to  verge  on  parsi- 
mony. 

There  is  a  species  of  economy  that  is  reprehensible,  having 
not  a  single  extenuating  feature  about  it,  and  that  is  the 
"Cheap  John"  principle  followed  by  some  school  authorities. 
They  make  a  teacher's  engagement  depend  upon  the  lowest 
bid,  or  provide  a  school  with  furniture  and  utensils  upon  the 
"makeshift"  plan.  The  evil  of  such  a  course  does  not  consist 
merely  in  the  fact  that  the  pupils  in  such  a  school  can  not 
make  as  good  progress  as  more  favored  ones  do,  but  that 
they  are  too  often  injured  beyond  reparation,  physically, 
morally,  and  intellectually. 

On  the  other  hand,  school  authorities  are  often  suddenly 
seized  with  a  spasm  ot  grandiose  enterprise.  They  devise 
the  plan  ot  a  magnificent  school  building  with  towers,  halls, 
staircases,  porticoes,  stone  fronts,  etc.,  lavishly  expending 
the  funds  on  hand  and  borrowing  from  the  future.  A  major- 
ity of  the  taxpayers  are  worked  up  to  the  point  by  the  plea 
that  the  building  will  be  an  ornament  to  the  city,  attract 
well-to-do  people  to  settle  in  the  place,  and  by  other  reasons 
just  as  irrelevant  to  real  educational  interests. 

After  the  costly  edifice  is  erected  and  furnished,  it  is  found 
that  the  treasury  is  bankrupt,  and  the  authorities  are  obliged 
to  cut  off  a  term  or  two  from  the  regular  school  year.  The 
consequence  is  that  first  class  teachers  go  elsewhere,  and 
second  rate  teachers,  or  such  as  happen  to  make  it  convenient 


216  SCHOOL  AND  FIRESIDE. 

to  accept  positions  on  half-time,  have  to  be  taken  instead. 
Sometimes  it  is  even  found,  that  the  fine  building-  is  too 
small  to  accommodate  all  the  children  of  school  age,  and 
great  numbers  have  to  stay  at  home.  The  necessary  accom- 
modations had  been  sacrificed  to  a  fine  show. 

FREE    SCHOOL   SYSTEM. 

Much  controversy  has  been  indulged  in  over  the  question 
of  free  schools.  Without  recapitulating  all  the  threadbare 
arguments  that  have  been  brought  forward  against  the  sys- 
tem, or  attempting  to  refute  them  anew,  I  shall  content  my- 
self with  alluding  to  the  chief  argument  opposed  to  the  idea, 
in  order  to  show  its  futility.  It  is  said,  that  it  would  be  un- 
fair to  compel  any  man  to  pay  for  the  education  of  some- 
body else's  children. 

If  a  necessary  degree  of  education  for  every  child  were  to 
be  classified  with  other  necessities  of  life,  as  for  instance, 
food,  clothing,  shelter,  etc.,  the  want  for  it,  would  become  a 
subject  of  charity,  as  in  the  case  ot  the  wants  mentioned. 
But  education  in  any  of  its  stages  should  never  be  degraded 
to  the  condition  of  being  indebted  to  charity,  as  such  a  con- 
dition would  defeat,  on  the  start,  one  of  the  chief  aims  of  true 
education — development  of  self-reliance  and  independence. 
Every  free  and  honest  character  returns  an  equivalent,  and, 
if  possible,  more  than  an  equivalent  for  everything  he  re- 
ceives. 

Yet  there  are  too  many  people  in  this  world  who  are  finan- 
cially unable  to  educate  their  children,  or  perhaps  are  too 
ignorant,  careless,  or  opposed  to  obtaining  an  education,  to 
make  it  safe  for  society  to  trust  to  individual  effort. 

The  old  saying,  that  a  stream  can  not  rise  above  its  foun- 
tain, finds  its  most  fitting  application  in  a  country  like  ours. 
Here  the  masses  of  the  people  constitute,  so  to  speak,  a  great 
reservoir  from  which  all  the  channels  of  public  life  diverge. 


SCHOOL  AND  FIRESIDE.  2  I  7 

If  that  great  central  mass  is  morally  and  intellectually  at  a 
low  level,  what  altitudes  of  intelligence,  virtue,  patriotism, 
prosperity,  and  higher  aspirations  can  be  reached  and  vivi- 
fied by  its  outlets? 

Individual  efforts  for  the  amelioration  of  the  masses  like 
the  mission  of  John  the  Baptist,  "serve  to  prepare  the  way," 
but  the  pathways  of  such  lovers  of  their  race  are  often  strewn 
with  the  thorns  of  martyrdom.  Such  noble  efforts  can  become 
effectual  only  through  their  general  recognition  and  adoption 
by  the  people. 

Society  and  state  have  three  great  enemies  to  struggle 
with,  viz:  ignorance,  poverty,  and  vice.  These  are  the  causes 
of  all  the  miseries  that  effect  the  body  politic.  To  reduce 
them  as  far  as  possible,  to  a  minimum,  and  to  fence  them  in 
so  as  to  prevent  them  from  spreading  and  exercising  their 
pernicious  influences  to  the  detriment  of  the  general  weal, 
must  be  always  the  aims  of  the  philantrophist,  philosopher, 
and  statesman.  The  most  powerful  agent  at  their  disposal  is 
education  in  its  complete  and  truest  sense. 

There  is  a  general  education  continually  going  on  by 
means  of  the  daily  press,  literature,  associations,  lectures, 
etc.,  but  when  the  foundation  of  a  sound  education  in  early 
youth  is  lacking,  the  superstructure  can  never  be  more  than 
patchwork,  an  education  without  system,  coherence,  consis- 
tency, or  reliability;  for  the  agencies  just  mentioned  are 
themselves  fluctuating  and  unreliable,  being  the  products 
rather  than  the  cause  of  any  given  state  of  society. 

Society,  therefore,  has  to  dig  more  deeply  for  the  bedrock 
upon  which  to  build  its  edifice  of  prosperity  and  progress. 
Next  to  the  fireside,  this  bedrock  is  the  public  school  system. 
All  classes  of  society  are  concerned  alike  with  the  conditions 
of  the  fireside  and  the  school,  for  these  factors  are  insepar- 
able in  their  sympathies.  Neither  can  suffer  or  prosper  with- 
out a  corresponding  reflex  upon  the  other. 


2i8  SCHOOL  AND  FIRESIDE. 

This  is  the  reason  why  the  question  of  free  schools  con- 
cerns not  only  those  classes  which,  speaking  from  a  mere 
financial  point  of  view,  would  be  directly  benefitted,  but  also 
those  whose  support  would  seem  to  be  a  sacrifice. 

The  financial  point  of  view  is,  however,  an  exceedingly 
superficial  one  from  which  to  decide  the  justice  or  merits  of 
the  system.  The  benefits  accruing  from  the  general  diffusion 
of  knowledge,  sound  principles,  and  good  habits,  among  the 
people  are  so  all-pervading  that  even  the  most  favored  fam- 
ilies in  the  land  become  the  recipients  of  them.  This  is  true 
to  such  a  degree  as  to  make  an  increase  in  the  school  taxes 
an  insignificant  item  in  comparison  with  the  general  advan- 
tages derived  from  the  free  school  system. 

Granted,  for  the  sake  of  argument,  that  all  are  agreed  in 
regard  to  the  advantage  of  the  free  school  system,  there  is 
yet  a  point  of  considerable  discussion  even  among  some  of  its 
most  fervent  advocates,  and  that  is  as  to  whether  compulsory 
attendance  should  be  part  of  the  school  law. 

I  am  unequivocally  for  compulsory  attendance. 

The  objection  is  raised  that  compulsory  attendance  inter- 
feres with  personal  free  agency  of  children,  and  infringes 
upon  the  rights,  and  lessens  the  authority  of  parents. 

All  this  can  be  answered  at  once  by  the  uncontrovertible 
argument,  that  the  free  school  system  without  compulsory 
attendance  would  place  all  the  responsibility  and  burden  upon 
one  side  and  the  enjoyment  and  benefits  on  the  other,  with- 
out equitable  distribution  of  both.  The  state  or  community 
on  the  one  side  would  be  duty-bound  to  support  and  keep 
open  the  school  for  a  stipulated  time,  but,  on  the  other,  every 
one  would  have  the  right  to  avail  himself  of  its  benefits,  when 
or  how  long  it  might  suit  his  purpose  or  inclination,  or  not 
at  all.  This  would  result  mainly  in  the  attendance  of  only 
such  as  would  have  gone  to  school  anyhow,  free  school  or  no 
free  school,  but  a  great  portion  of  those  whom  it  was  especi- 


SCHOOL  AND  FIRESIDE.  219 

ally  desired  to  reach,  would  either  stay  away  entirely  or  drop 
off  on  the  least  pretext. 

Wherever  this  kind  of  free  schools  has  been  tried  it  has 
proved  a  failure,  so  that  either  the  free  school  system  had  to 
be  abandoned,  or  compulsory  education  adopted  as  part  of 
the  system. 

Every  fireside  has  its  rights,  foremost  among  which  is  the 
sanctity  of  the  family  alter.  Thousands  of  people  would 
defend  this  right  with  their  life's  blood.  Nor  would  they 
tolerate  the  least  infringement  upon  it. 

With  the  adoption  of  the  free  school  system,  and  its  indis- 
pensable concomitant,  compulsory  attendance,  there  arises, 
however,  the  danger  that  many  families,  sincerely  devoted 
to  their  particular  religious  belief,  may  not  find  sufficient 
assurance  against  sectarian  and  infidel  influence  being 
brought  to  bear  upon  their  children,  contrary  to  faith  inculca- 
ted at  the  fireside. 

Knowing  the  influence  which  every  experienced  teacher 
can  exercise  over  his  pupils,  even  in  the  most  technical 
studies,  I  admit  that  this  apprehension  is  not  entirely  ground- 
less. Many  teachers  have  been  known  not  to  make  any 
secrets  of  their  particular  proclivities  and  to  sow,  insiduously, 
seeds  that  have  produced  a  harvest  of  evil  tendencies  in 
many  lives. 

School  authorities  must  therefore  be  conscientious  and 
wide-awake  guardians  of  this  public  trust;  they  must  be  open 
always  to  any  complaint  in  this  respect,  and  take  steps  to 
remedy  the  evil  in  such  a  way  as  the  gravity  ot  the  occasion 
may  require. 

SYSTEM  OF  FULL  OR  PARTIAL  TUITION. 

If  spoken  of  in  connection  with  public  schools,  this  system 
must  be  considered  a  remnant  of  the  primitive  educational 


220  SCHOOL  AND  FIRESIDE. 

conditions  prevailing  before  the  free  public  schools  became 
a  recognized  factor  in  the  affairs  and  interests  of  a  nation. 

Private  and  denominational  schools,  if  not  in  possession  of 
large  endowments,  or  enjoying  the  support  of  private  dona- 
tions, are  necessarily  dependent  upon  tuition  for  support. 
Tuition  in  such  cases  assumes  the  nature  of  a  contract  be- 
tween the  school  authorities  and  the  pupils  or  their  legal 
guardians.  This  may  be  regulated  by  grade,  length  of  at- 
tendance, number  and  kind  of  studies,  and  other  specifica- 
tions. 

Many  high  schools,  academies,  colleges,  and  universities, 
operate  under  such  favorable  conditions  that  they  are  enabled 
to  charge  a  merely  nominal  entrance  fee,  or  perhaps  some 
small  amount  annually  for  library  purposes.  Some  have  even 
established  stipends  for  deserving  students. 

Full  or  even  partial  tuition  is  open  to  many  serious  objec- 
tions. It  is  unwise  in  that  it  prevents  many  children  from 
attending  school  altogether,  or  a  great  part  of  the  time,  as 
their  parents  are  either  unwilling  or  unable  to  pay  the  tuition. 
When  the  further  fact  is  taken  into  consideration  that  many 
ignorant  people  show  more  concern  for  the  good  condition  of 
their  cattle,  horses,  and  pigs,  than  for  the  cultivation  of  their 
children,  it  is  not  to  be  wondered  at  that  the  payment  of 
tuition  is  often  looked  upon  as  something  to  be  put  off  as  long 
as  possible,  or  to  be  avoided  in  some  way  or  other. 

It  is  unjust.  When  added  to  this  lack  of  appreciation, 
which  the  teacher  must  always  face,  the  collection  of  the 
tuition  is  also  left  to  him,  as  it  used  to  be  in  the  early  days 
of  Utah,  the  humiliations  to  which  teachers  were  sometimes 
subject,  were  not  only  injurious  to  their  pockets  and  feel- 
ings, but  are  degrading  to  the  cause  of  education  itself. 

No  unendowed  school,  professing  to  be  up  to  the  require- 
ments of  the  times,  can  be  self-sustaining  by  tuition  alone, 
unless  its  charges  are  placed  so  high  as  to  exclude  all  poor 


SCHOOL  AND  FIRESIDE  221 

children  Irom  entering.  The  sooner,  therefore,  the  last 
vestige  of  this  mode  of  carrying  on  public  schools  disappears 
from  the  land,  the  sooner  will  the  people  enter  into  the 
full  enjoyment  of  the  blessings  of  a  thorough  general  educa- 
tion. 

ENDOWMENTS. 

Whether  originating  in  vanity,  ambition,  qualms  of  con- 
science, or  in  motives  of  real  philanthropy,  endowments  to 
institutions  of  learning  are  unqualified,  lasting,  and  ever  re- 
producing benefits  to  humanity.  Without  them  very  much 
of  the  prestige  which  the  present  era  of  civilization  enjoys 
over  all  others,  could  not  have  been  reached.  This  state- 
ment has  not  only  reference  to  the  large  endowments, 
amounting  to  millions,  of  a  Girard,  a  Johns  Hopkins,  a  Stan- 
ford, a  Rockfeller,  and  others,  by  which  whole  universities, 
colleges,  etc.,  were  established,  but  also  to  endowments  for 
single  chairs,  scholarships,  libraries,  laboratories,  cabinets, 
buildings,  grounds,  or  to  small  sums  of  money,  all  of  which 
contribute  their  share  to  the  great  work  of  human  progress. 

The  blessings  accruing  for  such  endowments  come  not  only 
from  their  material  value,  but  also  from  the  inspiring  and 
ennobling  influence  which  they  exercise.  They  demonstrate 
the  fact  that  the  materialistic  tendencies  of  the  age  have  not 
yet  succeeded  in  obliterating  entirely  the  appreciation  of  the 
higher  aims  of  humanity.  They  furnish  to  growing  intelli- 
gences ever-present  object-lessons,  inspiring  a  gratitude 
which  seaks  expression  in  a  career  that  shall  repay  humanity 
the  benefits  received  through  such  endowments  in  the  days 
of  youth. 

The  author  is  acquainted  with  an  incident  in  the  lite  of  a 
rich  man,  to  whom  was  suggested  the  idea  oi  endowing  a 
certain  educational  institution  that  he  might  perpetuate  his 
name  with  honor  among  the  people.  He  did  not,  however, 


222  SCHOOL  AND  FIRESIDE, 

possess  that  magnanimity  of  soul  which  would  have  enabled 
him  to  make  what  would  have  been  to  him  a  comparatively 
small  sacrifice,  and  so  died  without  following-  the  suggestion. 

It  is  quite  a  common  custom  in  Germany  and  adjacent 
countries,  for  citizens  to  arrange  for  so-called  "Freitische," 
or  free  meals  for  poor  students,  to  be  taken  either  at  a  com- 
mon boarding  house,  or  with  the  family.  This  custom,  not- 
withstanding some  objectional  features,  has  been  the  means 
of  materially  assisting  many  worthy  young  people  in  finish- 
ing their  studies. 

Although  American  students  would,  perhaps,  consider  an 
offer  of  this  kind  too  humilating  for  acceptance  without  ren- 
dering some  equivalent  in  the  shape  of  service,  intelligent 
and  benevolent  citizens  could  find  many  ways  by  which 
similar  assistance  could  be  given  to  deserving  students  with- 
out doing  violence  to  the  praiseworthy  feelings  of  self-respect 
of  the  latter. 

Another,  perhaps  smaller, but  no  less  acceptable  and  valu- 
able contribution  to  the  cause  of  education,  consists  in  the 
presentation  to  schools,  of  books,  rare  specimens  to  cabinets 
and  museums,  apparatus,  charts,  models  for  physiological  and 
scientific  demonstrations.  All  these  are  testimonials  of  the 
interest  which  private  citizens  take  in  the  cause  of  educa- 
tion, and  are  within  the  reach  of  almost  every  man  and 
woman. 

It  is  the  custom  in  some  countries  of  the  old  world  to  have 
coats  of  arms,  ships,  tablets,  and  memorials  of  various  kinds, 
hung  up  in  churches,  to  perpetuate  the  names  of  certain  in- 
dividuals or  families  of  the  parish.  This  venerable  custom, 
though  very  limited  as  to  its  usefulness,  could  be  greatly  im- 
proved upon  in  our  country  by  families  making  useful  dona- 
tions to  public  schools,  thus  perpetuating  their  names  for 
future  generations,  and  letting  these  presentations  be  signs 
of  a  covenant  in  behalf  of  themselves  and  their  decendants, 


SCHOOL  AND  FIRESIDE.  223 


to  be  true  forever  to  the  cause  of  human  progress.     Thus  one 
more  bond  in  the 
could  be  formed. 


more  bond  in  the  great    union    between   school    and    fireside 


CHAPTER  II. 


SCHOOL  BUILDINGS. 


A  SCHOOL  building,  in  the  proper  sense  of  the  word,  can 
be  a  school  building  and  never  anything  else.  Just  so  far  as 
this  point  is  lost  sight  of, and  the  design  takes  other  purposes 
into  consideration,  to  that  extent  the  fitness  of  the  building 
for  its  real  purpose  is  lessened  and  a  corresponding  incon- 
venience created.  If  the  violation  of  the  principle  just  stated 
caused  only  inconvenience,  the  case  would  not  be  so  bad. 
Inconvenience  may  be  measureably  circumvented  by  judic- 
ious arrangement  in  school  plan  and  program.  But,  all  other 
things  being  equai,  it  would  be  impossible  to  meet  the  re- 
quirements of  modern  education  in  such  a  building  to  the 
same  extent  as  could  schools  more  favorably  domiciled. 

There  are  several  leading  points  which  school  authorities 
ought  to  take  into  consideration  before  deciding  definitely 
upon  the  erection  of  a  new  school  building.  The  first  one  of 
these  is 

LOCATION. 

In  too  many  instances  the  only  consideration  in  regard  to 
the  location  of  a  school  building  is  the  price.  Wherever, 
within  the  district,  grounds  can  be  obtained  at  the  lowest 
rate,  there  the  school  building  will  be  erected.  However 


224  SCHOOL  AND  FIRESIDE. 

legitimate  and  proper  financial  considerations  may  be,  they 
constitute  only  one  of  the  factors  to  be  taken  into  account. 

It  also  happens  occasionally,  that  the  location  of  the  build- 
ing is  decided  upon  in  compliance  with  the  special  interests 
or  convenience  of  influential  citizens. 

Another  very  reprehensible  policy  is  the  erection  of  a 
number  of  small  buildings  scattered  throughout  the  town,  in 
order  to  bring  the  school  as  near  to  every  man's  door  as 
possible,  instead  of  having  one  or  two  large  school  buildings 
wherein  the  yarious  grades  can  be  under  the  supervision  and 
direction  of  experienced  principals. 

Some  communities  are  visited  by  epidemics  among  children 
oftener  and  more  severely  than  others.  In  such  cases  the 
causes  have  often  been  traced  to  the  location  of  the  school 
house  either  near  a  swamp  or  cesspool,  exhaling  malarious 
effusia,  or  by  a  spring  or  well  impregnated  with  unclean  sub- 
stances. 

There  are  also  school  houses  located  at  such  inconvenient 
places  that  children  can  reach  them,  especially  in  winter, 
only  after  long  exposure  to  storms  and  colds.  Their  feet 
cold,  shoes,  stockings,  and  clothes  soaked,  and  the  school 
house  exposed  to  fierce  winds  howling  around  it,  many  child- 
ren, especially  girls,  contract  diseases,  that  too  often  produce 
decadence  and  premature  death. 

School  authorities  should  be  careful  that  buildings  be  as  far 
removed  as  possible  from  dangerous  places,  as  for  instance, 
railroad  crossings,  depots,  precipices,  stone  quarries,  or  other 
places  where  accidents  are  liable  to  occur  at  any  moment.  A 
terrible  landslide  in  one  of  the  cantons  of  Switzerland,  which 
came  very  near  burying  a  school  house  with  several  hundred 
children,  taught  the  authorities  the  necessity  of  removing 
their  school  to  a  place  of  greater  safety. 

An  indispensable  requisite  for  a  successful  school  is  quiet- 
ness. The  location  of  the  school,  therefore,  ought  to  be  in 


SCHOOL  AND  FIRESIDE.  225 

a  quiet  neighborhood,  where  the  turmoil  of  public  thorough- 
fares, the  clanking  of  forge  hammers,  the  sound  of  running 
machinery,  and  the  shrieking  and  thundering  of  passing 
trains,  may  not  distract  the  attention  and  disturb  the  exer- 
cises of  the  pupils. 

SIZE    AND   ARCHITECTURE. 

It  has  been  the  cause  of  much  gratitude  to  our  Heavenly 
Father  to  notice  the  multitude  of  children  that  enliven  even 
the  smallest  settlements  of  our  people.  In  consequence  of 
this  characteristic,  the  question  of  suitable  accommodation 
for  our  ever-increasing  school-population  is  assuming  an 
importance  that  outweighs  all  other  considerations  of  public 
weal. 

There  are  "school  houses  and  school  houses;"  any  variety 
of  them,  from  the  log  school  house  with  a  large  wood  stove 
and  a  collection  of  different  joints  for  a  pipe  suspended  by 
wires  from  the  ceiling,  a  rotten  floor  and  patched  windows, 
to  fine  buildings  with  porticoes,  towers,  and  stone  fronts. 
But,  it  appears,  that  the  size  of  all  of  them  has  been  calcula- 
ted according  to  the  number  of  children  of  school  age,  at  the 
inception  of  the  movement  for  their  erection,  without  taking 
into  consideration  the  rapidly  increasing  number  of  school 
children  in  every  community.  In  consequence  of  this  over- 
sight, most  of  our  school  houses  are  not  only  over-crowded 
at  certain  seasons  of  the  year,  but  prove  actually  inadequate 
to  the  school  population,  and  great  numbers  entitled  to  the 
rights  of  the  school  room,  have  to  be  turned  away. 

Allowing  space  for  about  one-fifth  more  than  the  number 
of  the  school  population  at  the  time  of  starting  a  building, 
will  usually  meet  the  requirements  of  a  community  for  some 
time  to  come.  The  general  rule  for  floor  space  is  four  feet 
square  for  every  pupil  in  each  class-room.  Class-rooms  at 
that  rate  should  be  constructed  to  hold  from  sixty  to  seventy 


226  SCHOOL  AND  FIRESIDE. 

pupils  at  the  utmost.  This  would  provide  sufficient  space  for 
teachers'  desk,  recitation  benches,  and  aisles.  Department 
rooms  for  each  grade  are  indispensable,  to  which  may  be 
added  an  office  for  the  principal,  a  teachers'  consultation 
room,  a  library,  and  cabinet,  according  to  circumstances. 

The  height  of  school  rooms  should  be  about  fourteen  feet. 
If  lower  it  would  not  furnish  sufficient  cubic  space  for  fresh 
air  in  crowded  rooms,  especially  when  the  windows  may  have 
to  be  kept  closed  on  account  of  cold  or  stormy  weather.  If 
higher,  the  acoustics  of  the  room  become  correspondingly 
difficult  for  speaking  and  hearing. 

All  apartments  of  the  building,  including  passages,  and 
stairs,  should  allow  an  easy  and  quick  exit  without  interfer- 
ence of  one  pupil  with  another. 

The  architecture  of  a  school  building  has  been  the  cause  of 
much  controversy  and  contention  in  many  communities. 
There  are  some  leading  principles  governing  the  erection  of 
school  buildings,  especially  in  reference  to  the  common 
schools,  principles  which  authorities  would  do  well  to  instruct 
their  architects  to  observe  in  making  designs.  These  prin- 
ciples are,  durability,  appropriateness,  simplicity,  and  good 
taste. 

As  long,  however,  as  motives  of  speculation,  vanity,  and 
ambition,  are  suffered  to  intrude  themselves  in  the  conception 
of  a  building  that  in  itself  should  constitute  an  object  lesson 
to  the  rising  generation,  any  attempt  at  realization  of  these 
principles  might  as  well  be  considered  the  dream  of  an 
idealist. 

Assuming,  for  argument's  sake,  that  plenty  of  means  are 
at  the  command  of  a  board  of  education,  such  happy  circum- 
stance should  not  justify  them  in  violating  any  of  these  stand- 
ard rules  of  school  architecture. 

There  ought  to  be  no  feature  or  part  of  the  building  with- 
out a  specific  purpose  of  utility,  no  ornament  without  signifi- 


SCHOOL  AND  FIRESIDE.  227 

cance.  Indeed,  there  should  be  no  pretentious  display  of 
useless  ornamentation  at  the  sacrifice  of  substance  and 
solidity. 

Geometrical  symetry  is  no  more  the  only  requisite  of  taste- 
ful architecture  than  a  strict  compliance  with  the  laws  of 
counterbase  alone  is  good  music.  Every  ornament  should 
symbolize  some  principle  connected  with  the  purpose  of  the 
edifice. 

I  remember  a  painted  cornice  in  a  certain  school  house  re- 
presenting dragons  in  fanciful  arrangement  along  the  ceiling. 
A  more  discordant  and  unappropriate  design  of  ornamenta- 
tion for  such  a  place  is  scarcely  to  be  imagined. 

Inseparable  from  the  main  buildings  are  the  surroundings. 
They  should  consist  in  playgrounds  and  separate  back  yards 
for  the  two  sexes. 

Every  observing  person  knows  that  premises,  kept  clean 
and  respectable  under  proper  supervision,  are  treated  with  a 
certain  degree  of  reverence  by  the  most  reckless  urchins, 
while,  on  the  other  hand,  untidy  and  neglected  surroundings 
are  looked  upon  by  those  mischievously  inclined  as  legitimate 
objects  to  play  their  pranks  upon. 

Playgrounds  covered  with  clean  and  dry  gravel  or  sand, 
having  benches  under  shady  trees,  here  and  there  a  few  shrubs 
and  flowerbeds,  and  the  whole  enclosed  by  a  substantial  railing, 
are  incalculable  incentives  for  good  manners  and  decent  be- 
havior, and  as  such  assist  materially  in  the  maintenance  and 
discipline  in  school. 

But  as  to  the  backyards.  How  often  has  the  author  been 
considered  a  crank  on  his  educational  tours  of  inspection  in 
days  gone  by,  when,  on  his  arrival  at  a  school  house,  he  in- 
variably went  first  to  inspect  the  backyards  and  outhouses. 
Finding  them,  in  some  instances,  either  wanting  altogether, 
or  of  an  unspeakable  description,  his  heart  sickened  at  the 
contemplation  of  the  physical  and  moral  conditions  that  must 


228  SCHOOL  AND  FIRESIDE. 

inevitably  ensue  among  the  school   children  from  such  crim- 
inal neglect. 

Not  only  does  the  suppression  of  bodily  necessities,  en- 
forced upon  sensitive  children  by  the  absence  of  suitable  ac- 
commodations, too  often  become  the  cause  of  serious  and 
lasting  disorders,  especially  among  young  girls,  but  the  in- 
fluence of  untidy,  obscene,  or  not  sufficiently  separated  out- 
houses casts  its  blighting  and  debasing  shadow  over  the  im- 
mortal souls  of  susceptible  youth. 

LIGHT. 

"Let  there  be  light!"  was  the  blessing  with  which  the 
Creator  consecrated  this  world  as  a  habitation  for  His  sons 
and  daughters  during  their  sojourn  in  this  state  of  mortality, 
and  "Let  there  be  light!"  should  be  the  maxim  in  every 
school  and  fireside. 

What  is  the  cause  of  so  many  children,  even  of  tender  age, 
going  around  with  spectacles?  Young  people  of  both  sexes 
are  seen  with  these  appendages  in  ever-increasing  numbers 
not  only  in  our  larger  cities  but  in  localities  where  such 
phenomena  were  unthought  of  a  decade  ago.  It  cannot  be 
on  account  of  fashion,  or  for  the  sake  of  vanity,  for  there  is 
neither  a  particular  beauty  nor  convenience  connected  with 
this  habit,  nor  can  any  satisfaction  be  derived  from  this  open 
confession  of  the  crippled  condition  of  the  most  prominent 
of  all  the  senses,  a  confession  which  should  really  appeal 
more  strongly  to  our  sympathies  than  the  crutches  of  the 
lame  or  halt  can  do.  This  statement  seems  startling  only 
through  the  fact  that  the  frequency  of  the  habit  has  blunted 
our  sensibilities  in  regard  to  it. 

No  reference  is  made  here  to  dudes  who  with  their  mon- 
ocles endeavor  to  sharpen  their  physical  vision,  their  mental 
one  being  hopelessly  obscure  anyway.  Sympathy  would  be 


SCHOOL  AND  FIRESIDE.  229 

wasted  in  their  case,  as  they  are  happy  already  in  their   self- 
admiration. 

Among  the  many  causes  at  work  to  produce  the  real  or 
imaginary  necessity  for  wearing  spectacles,  is  the  condition 
of  light  in  school-rooms  and  homes.  In  the  case  of  the  for- 
mer, it  appears,  that  only  at  a  comparatively  recent  date,  the 
light  question  has  received  that  consideration  in  the  construc- 
tion of  buildings  and  arrangement  of  rooms,  which  the  im- 
portance ot  the  subject  demands.  In  the  case  of  the  latter, 
nothing  but  incidental  attention  has  been  paid  to  it  as  a  gen- 
eral thing  thus  far. 

The  greater  number  of  our  school  buildings,  especially 
those  of  the  primary  grade,  are  open  to  severe  criticism  in 
this  respect.  Some  of  them  are  so  constructed  that  the  pupils 
have  to  face  the  light,  as  the  windows  are  only  at  the  front 
side,  or  the  light  comes  from  opposite  sides,  or  from  the  right 
side  only.  These  are  the  worst  situations  and  most  injurious 
to  the  eyesight.  The  degree  of  their  injurious  effects  ranges 
in  the  order  named.  These  and  minor  evils  of  construction 
may  be  modified  to  some  degree  by  frosting  the  windows  in 
order  to  distribute  the  light  more  evenly  throughout  the 
room,  or  by  arranging  the  blinds,  but  all  these  contrivances 
can  never  fully  rectify  the  original  mistake  in  construction. 

The  best  light  would  be  that  coming  from  windows  in  the 
ceiling,  but  as  that  would  be  impracticable  in  the  most  of  in- 
stances, die  next  best  would  be  by  elevated  windows,  the 
sills  of  which  are  to  be  above  the  heads  of  the  pupils.  Where 
this  could  not  be  done,  let  the  blinds  be  arranged  so  as  to 
cover  the  lower  instead  of  the  upper  parts  of  the  windows. 

Parents  also,  would  do  well  to  remember  these  precautions 
during  the  home-studies  of  their  children,  and  see  that  not 
only  good  lamp  shades  are  provided  for  them,  but  the  light 
at  all  times  be  sufficient  by  elevation  above  the  eyelids. 

The  too  frequent   and   in   many  cases  premature  adoption 


230  SCHOOL  AND  FIRESIDE. 

of  spectacles  is  a  serious  mistake  and  should  be  undertaken 
only  on  the  advice  of  an  experienced  oculist. 

Teachers  and  parents  ought  to  unite  their  efforts  to  pro- 
tect the  eyesight  ot  young  people  against  injury.  Each  in- 
dividual has  a  focus  of  his  own,  to  determine  which  is  the 
duty  of  every  faithful  teacher.  The  arrangement  adopted  in 
some  of  our  leading  educational  institutions,  of  letting  every 
student  pass  an  optical  examination  to  find  his  focus  and  to 
instruct  him  in  regard  to  its  observance,  should  be  followed 
in  every  school. 

It  is  to  be  hoped  that  legislative  enactments  will  regulate 
these  matters  by  and  by. 

TEMPERATURE    AND    VENTILATION. 

These  two,  inseperable  though  they  are  in  the  performance 
of  their  mission,  are  brought,  nevertheless,  under  unfavorable 
conditions  or,  by  injudicious  management,  into  serious  con- 
flict with  each  other. 

Physical  comfort  in  school  and  family  circles  is  one  of  the 
requisites  for  the  successful  development  and  exercise  of  all 
physical  and  mental  faculties. 

As  mothers  seek  with  anxious  solicitude  for  an  interpreta- 
tion of  the  language  of  fretfullness  in  their  babes,  in  order  to 
remove  the  cause,  so  should  teachers  be  on  the  look-out  for 
signals  of  distress  or  danger  from  among  the  pupils.  Such 
signals  are  given  by  nature  in  regard  to  temperature,  by 
drowsiness  in  hot  weather,  or  in  ill-ventilated  rooms,  or  by 
coughing  here  and  there  in  the  room  during  spells  of  cold 
weather. 

The  temperature  of  a  school  room  should  not  be  suffered 
to  fall  below  60°  Fahrenheit,  nor  rise  above  70°  Fahrenheit. 
It  should  be  nearer  the  former  in  warm  weather,  and  the 
latter  in  cold  weather.  A  thermometer  should  be  in  every 
school  room,  and  some  one  be  appointed  to  make  observa- 


SCHOOL  AND  FIRESIDE.  231 

tions  from  time  to  time  during  school  hours,  so  that  the  tem- 
perature may  be  kept  at  a  normal  status. 

Heating-  by  steam  is  the  best  mode  for  schools.  There  are 
many  inconveniences  connected  with  heating  by  stoves.  The 
most  objectionable  feature  of  the  latter  mode  is  the  unequal 
distribution  of  temperature.  While  often  in  winter  more  than 
a  tropical  temperature  pervades  the  immediate  neighborhood 
of  the  stove,  the  heat  decreases  at  an  "inverse  ratio  to  the 
square  of  the  distance,"  as  astronomers  would  express  it,  tin-' 
til  the  furthest  removed  corners  of  the  room  are  making  ac- 
quaintance with  the  climate  of  the  frigid  zones. 

It  is  a  hygienic  law  that  the  lower  parts  of  the  body  should 
be  kept  comparatively  warm,  but  the  head  and  adjoining 
parts  correspondingly  cool.  This  law  cannot  find  a  complete 
recognition  by  stove-heating,  which  does  not  reach  the  feet 
of  the  pupils  stuck  away  under  the  desks  and  seats,  while  it 
surrounds  the  heads  with  a  heated  atmosphere. 

Many  chronic  complaints  creating  a  great  susceptibility 
for  epidemic  diseases,  and  resulting  frequently  in  premature 
death,  are  traceable  to  this  inefficient  mode  of  heating. 

The  improvements  in  this  line  are,  therefore,  not  among 
the  least  triumphs  of  modern  civilization. 

During  cold  weather  many  people  mistake  the  animal  heat, 
emanating  from  a  big  crowd  in  a  close  room,  for  the  equiya- 
lent  for  a  fire  in  a  stove.  Foul  air  is  not  only  a  poor  but  a 
very  injurious  substitute  for  a  warm  but  healthy  atmos- 
phere. 

This  fact  necessitates  the  calling  into  requisition  the  further 
factor  mentioned  at  the  head  of  this  chapter,  viz:  ventil- 
ation. Fresh  air  is  indispensable  to  life  and  health  under  all 
conditions,  and  its  supply  ought  to  be  secured  by  the  best 
contrivances  within  the  reach  of  schools  and  homes.  The 
blood  running  through  the  veins  of  man,  requires  constantly 
the  purifying  process  of  oxygen,  which  substance  is  supplied 


232  SCHOOL  JNI>  FIRESIDE. 

to  the  lungs  by  inhaling.  Exhaling  is  the  process  of  throw- 
ing out  the  carbonic  acid  that  has  been  formed  in  the  lungs 
by  a  combination  of  oxygen  and  the  carbon  in  the  blood. 
This  carbonic  acid  is  a  poison,  accumulating  in  close  and 
crowded  rooms  very  rapidly,  causing  nausea,  headache,  and 
drowsiness,  as  first  symptoms  of  its  evil  effects  upon  the 
human  system.  These  symptoms,  if  unheeded,  quickly 
develop  into  more  serious  attacks,  and  may  cause  death. 

Where  flumes  with  ventilators  can  not  be  had,  doors  and 
windows  are  the  only  other  means  through  which  the  neces- 
sary circulation  of  fresh  air  can  be  effected. 

Draft,  that  pernicious  counterfeit  of  ventilation,  ought  to 
be  guarded  against  by  every  teacher  with  careful  solicitude. 
All  windows  should  be  so  arranged  as  to  permit  a  hoisting 
of  the  lower  and  a  lowering  of  the  upper  parts.  If  only  one 
part  can  be  made  moveable,  it  should  always  be  the  upper 
one,  so  that  the  current  of  air  may  pass  above  the  heads  of 
the  persons  in  the  room.  Transoms  should  be  adjusted  in 
such  a  manner  as  to  force  the  instreaming  air  toward  the 
ceiling  and  describe  a  curve  with  the  convex  side  upwards 
and  thus  become  assimilated  to  some  extent  with  the  prevail- 
ing temperature  of  the  room. 


SCHOOL  AND  FIRESIDE.  233 

CHAPTER  III. 


FURNITURE. 


THAT  the  teacher  makes  the  school  is  true  in  every  sense 
of  the  word,  but,  all  other  things  being  equal,  the  teacher, 
with  good  appliances,  will  more  easily  perform  his  task  and 
accomplish  more  good,  than  the  one  who  has  to  struggle  with 
all  kinds  of  inconveniences. 

Besides  the  school  building  with  its  various  parts  and 
requisites,  as  spoken  of  already,  there  are  several  other  in- 
dispensable items  whose  greater  or  lesser  completeness  and 
appropriateness  contribute  largely  to  the  whole  tenor  and 
progress  of  a  school,  or  may  retard  it  as  the  case  may  be. 
The  first  of  these  items  is  furniture. 

Without  reviving  the  memories  of  those  primitive  condi- 
tions of  early  school  times  during  the  pioneer  period  of  our 
people,  when  almost  anything  to  sit  on  was  good  enough  for 
a  seat  in  school,  and  desks,  when  there  were  any  at  all,  had 
to  be  constructed  out  of  any  piece  of  lumber  that  happened 
to  be  lying  around  loose — I  proceed  at  once  to  the  present 
state  of  affairs  in  regard  to  school  furniture.  I  am  proud  to 
record  the  praiseworthy  efforts  of  school  authorities  and  peo- 
ple throughout  these  mountain  regions  in  supplying  the  school 
with  furniture  of  the  most  improved  style. 

This  had  to  be  accomplished,  however,  in  many  instances 
under  heavy  financial  difficulties,  which  only  the  earnest  de- 
votion of  our  people  to  the  cause  of  education  could  enable 
them  to  sustain. 

Although  the  comfort  and  physical  requirements  of  the 
pupils  are  the  first  points  of  consideration  in  the  selection  of 


234  SCHOOL  AND  FIRESIDE. 

school  furniture,  experience  is  calling  the  attention  to  the  in- 
estimable value  which  the  influence  of  a  respectable  school 
outfit  exercises  over  the  minds  of  the  youth. 

At  the  re-opening  of  one  of  our  church  schools,  the  visitors 
found  it  furnished  with  new  desks,  carpets  on  the  floor,  wash- 
stands  supplied,  walls  papered  and  decorated,  and  even  the 
backyards  clean  and  neatly  arranged.  One  of  the  visitors 
regretted  that  all  these  "fine  things"  would  soon  be  spoiled. 
The  young  urchins,  he  thought,  would  scratch,  whittle,  and 
deface  everything.  The  principal,  overhearing  the  remarks, 
pledged  himself  to  have  the  furniture  preserved  to  a  reason- 
able extent  during  the  school  year,  inviting  his  visitors  to 
call  again  at  the  close  of  the  year.  He  was  taken  at  his  word 
forty  weeks  later  at  the  closing  exercises.  Not  a  mark  was 
visible  on  the  walls  around  the  premises,  not  a  scratch  on 
desk  or  seat,  not  a  rent  in  the  carpets,  no  damage  to  anything 
except  the  unavoidable  signs  ot  wear  and  tear  produced  by  a 
crowd  of  about  300  children. 

This  commendable  condition  was  the  result  of  the  teachers 
calling  to  their  assistance  the  natural  regard  in  the  heart  of 
every  child  for  that  which  is  beautiful  and  pleasant,  and  they 
thus  succeeded  in  training  their  pupils  from  despoiling  things 
that  are  good. 

Every  boy  and  girl  is  inclined  to  take  good  care  of  clothes, 
playthings,  tools,  or  utensils  of  any  kind  so  long  as  they  are 
new,  clean,  and  in  good  condition,  but  recklessness  or  indif- 
ference in  their  use  increases  in  proportion  to  their  soiled  or 
dilapidated  condition. 

Many  parents  might  take  note  of  this  principle  to  great 
advantage;  not  only  will  dilapidated,  and  untidy  household 
articles  be  entirely  ruined  much  quicker  than  "nice"  ones, 
but  that  they  also  exercise  a  demoralizing  influence  upon  the 
character  of  the  children. 

Slovenliness  in  these  outward  things  reacts  invariably  upon 
the  mind. 


SCHOOL  AND  FIRESIDE.  235 

Hence,  whether  in  school  or  at  the  fireside,  untidy  sur- 
roundings are  accompanied  by  disorderly  conduct  as  well  as 
loose  principles  and  habits. 


CHAPTER  IV. 


UTENSILS. 


Ax  enumeration  of  a  complete  school  outfit  would  be  as 
unnecessary,  so  far  as  information  to  school  authorities  is 
concerned,  as  it  would  be  uncalled  for  in  this  work.  In  the 
case  of  the  former,  all  educational  publications  are  filled  with 
advertisements  of  supplies  from  furnishing  houses,  and  the 
choice  from  among  them  has  to  be  regulated  more  or  less  by 
financial  considerations.  The  aim  and  purpose  of  this  work, 
direct  the  author  along  other  lines. 

Whatever  blackboards,  maps,  charts,  or  mathematical,  geo- 
graphical, historical,  physiological,  and  physical  apparatus, 
may  be  at  the  disposal  of  any  teacher,  or  whatever  books,  or 
writing  material  the  pupils  may  have  for  their  own  use,  one 
characteristic  concerning  them  all  ought  to  be  considered 
essential,  that  is,  a  clean  and  orderly  condition.  It  would  be 
far  preferable,  for  instance,  to  have  no  map  at  all,  than  to 
have  a  torn  or  defaced  one. 

If  the  benefit  derived  from  the  facility  in  demonstrating  or 
illustrating  a  point  must  be  paid  for  by  habituating  the  eyes 
and  minds  of  the  youth  to  sights  of  slovenliness  and  disorder, 
the  price  is  too  high,  and  the  transaction  is  a  bad  one. 

If  accidentally,  or  by  constant  use,  any  utensils  should  be- 
come damaged,  and  a  new  one  could  not  be  secured,  the  in- 


236  SCHOOL  AND  FIRESIDE. 

^enuity  and  adaptability  of  the  teacher  should  devise  means 
to  repair  the  damage.  Patched  or  mended  clothes  are  no 
disgrace  if  otherwise  clean. 

None  of  the  utensils  for  the  purpose  of  instruction,  and  be- 
longing to  the  school,  should  ever  be  allowed  to  be  touched 
or  handled  by  the  pupils,  unless  by  special  appointment, 
blackboards,  and  objects  deposited  on  the  teacher's  desk  not 
excepted. 

This  principle,  when  once  impressed  upon  the  minds  of  the 
pupils,  will  not  only  insure  the  preservation  of  such  articles, 
but  also  produce  the  far  greater  result  of  training  the  child- 
ren in  the  habit  of  respecting  public  property. 

In  regard  to  the  utensils  used  by  the  children  as  their  own 
private  property,  as  for  instance,  books  and  writing  materials, 
the  same  rules  as  to  observance  of  cleanliness  and  order  and 
non-interference  with  the  property  of  others,  holds  good. 
This  principle  should  be  inculcated  by  frequent  inspection 
and  careful  supervision. 

The  question  of  school  books  has  been  a  perplexing  one 
from  the  beginning  and  will  remain  so  for  a  long  time  to  come, 
in  as  much  as  the  speculative  tendencies  of  publishing  firms, 
the  preferences  of  individual  teachers,  the  financial  capacities 
of  the  people  to  meet  the  demand,  are  not  often  found  to  rim 
precisely  in  the  same  channels. 

It  cannot  be  denied  that  the  ever-increasing  multitude 
of  school  books  for  every  grade,  branch,  and  study,  is  an 
evidence  of  the  over-wrought  competition  between  publishers 
of  this  class  of  works. 

It  would  be  extremely  unjust,  however,  to  lay  the  blame 
for  this  condition  exclusively  at  the  door  of  the  teachers. 
The  spirit  of  high-pressure  pervading  everything  in  our  na- 
tion,the  system  of  competition  between  schools  of  every  grade, 
the  continuous  change  of  teachers  forcing  them  to  make  as 
splendid  a  record  for  themselves  in  as  short  a  time  as  pos- 


SCHOOL  AND  FIRESIDE.  237 

sible,  are  the  chief  causes  of  producing  a  feverish  haste, 
which  is  too  often  accepted  in  lieu  of  solid  and  real  pro- 
gress. 

These  remarks  may  appear  to  some  as  deviating  from  the 
subject  under  consideration,  but  reflection  will  'soon  show  the 
logical  connection. 

These  reflections  recommend  themselves  also  to  the  con- 
sideration of  parents,  for  the  principles  of  order  and  cleanli- 
ness, to  be  observed  in  a  school  room,  form  the  moral  eleva- 
tion and  intellectual  advancement  of  the  pupils,  are  the  same 
that  ought  to  pervail  at  the  fireside. 

A  home  does  not  need  to  have  a  choice  supply  of  com- 
modities and  conveniences  in  order  to  be  a  model  for  the 
children  growing  up  there. 

During  the  pioneer  period  of  our  people  in  these  valleys  of 
the  mountains,  I  have  seen  dwellings  dug  out  of  the  moun- 
tain side,  with  furniture  made  out  of  barrels  and  boxes,  etc., 
that  were,  nevertheless,  models  of  order,  cleanliness,  and  re- 
fined taste.  Poverty  gives  no  license  for  disorder,  slovenli- 
ness, and  filth.  There  are,  on  the  other  hand,  pretentious 
residences,  furnished  with  all  the  luxury  that  money  can 
procure,  that  in  no  wise  present  the  spectacle  of  good  taste 
or  order,  and  would  be  far  from  being  considered  model 
homes. 

The  blessings  of  a  model  home  have  their  source  in  the 
heart,  springing  forth  from  thence  and  enlivening  the  home 
whether  surrounded  by  poverty  or  affluence,  and  blessed 
are  the  children  that  are  born  and  raised  near  such  foun- 
tains. 

The  importance  of  playthings  for  children  is  not  as  much 
appreciated  as  their  far-reaching  influence  demands. 

While  some  parents  in  their  entire  neglect  of  this  educa- 
tional principle  force  their  children  to  seek  diversion  among 
the  questionable  influences  of  street  companions,  others  are 


238  SCHOOL  AND  FIRESIDE. 

falling  into  the  other  extreme  by  surfeiting  their  little  ones 
with  such  a  variety  of  playthings  as  to  deprive  them  of  last- 
ing value  in  their  eyes.  Playthings  should  open  a  field  for 
the  exercise  of  the  imagination,  and  give  the  child  an  oppor- 
tunity for  practicing  invention,  as,  for  instance,  uncolored 
building  blocks  for  boys,  and  for  girls,  dolls  to  be  dressed  as 
taste,  fancy,  and  material  on  hand,  may  suggest;  picture 
books,  carpenter  tools,  etc. 

Each  child  should  have  a  receptacle  of  his  own  for  his  books 
and  playthings,  and  be  trained  to  keep  them  in  good  order, 
and  to  respect  the  things  ot  his  brothers  and  sisters,  as  well 
as  those  belonging  to  the  other  members  of  the  family. 

Great  progress  in  the  matter  of  regulating  the  plays  of 
children  and  in  teaching  them  to  become  self-entertaining, 
which  is  the  first  step  to  the  principle  of  being  self-sustain- 
ing, is  being  made  by  the  Kindergarten  movement.  All 
parents  will  do  well  to  avail  themselves  of  the  great  help  this 
movement  is  rendering  them  in  training  their  children  in  a 
judicious  manner. 

I  say  again,  have  books,  pictures,  and  things  for  your  child- 
ren to  make  the  fireside  as  attractive  to  them  as  possible. 
Do  not  place  them  in  the  same  deplorable  condition  as  a  cer- 
tain young  man  was,  who,  as  an  excuse  for  loafing  around 
the  streets,  confessed  to  me,  that  he  had  nothing  to  stay 
home  for. 


SCHOOL  AND  FIRESIDE,  239 

CHAPTER  V. 


LIBRARIES,  CABINETS,  ETC. 


LIBRARIES  and  cabinets  stand  in  the  same  relationship  to 
schools  and  firesides  as  mill-ponds  to  mills  and  factories,  or 
reservoirs  to  large  tracts  of  irrigable  land.  They  are  reserves 
to  which  recourse  for  supply  can  be  had  in  case  of  need. 

The  meaning  of  a  complete  library  or  cabinet  is  very 
relative,  as  it  depends  upon  the  requirements  of  every  indi- 
vidual school  or  fireside. 

A  school  library  should  contain  at  least  a  full  set  of  each 
of  the  various  text  and  reference  books  used  at  the  school, 
an  unabridged  dictionary,  an  encyclopaedia,  a  copy  of  the 
school  law  of  the  state,  and  one  or  two  works  on  theory  and 
practice  of  teaching  from  some  of  the  leading  educators.  To 
these  are  added,  in  most  of  our  schools,  the  standard  works 
and  leading  publications  of  the  church. 

These  numbers  can  be  augmented  indefinitely  by  voluntary 
contributions  from  friends  and  patrons  of  the  school,  if  teach- 
ers and  school  authorities  will  take  the  proper  steps  toward 
inspiring  the  public  with  the  idea. 

If  the  statement  of  a  celebrated  botanist  is  correct,  that 
there  is  no  love  in  a  house  where  there  are  no  flowers,  then 
my  statement  is  true  also,  that  there  is  no  intelligence  in  a 
family  where  they  have  no  books. 

Books  are  tell-tales  not  only  in  regard  to  what  they  contain, 
but  also  in  regard  to  those  who  keep  them.  Some  family 
libraries  are  gotten  up  for  the  purpose  of  parade,  and  they 
give  themselves  away  to  that  effect  by  their  elegantly  bound 
but  unused  appearance;  (some  are  well  u«ed  but  betray  the 


240  SCHOOL  AND  FIRESIDE. 

shallow  and  superficial  character  of  their  owner,)  some  are  an 
honor  to  their  possessors  by  the  worthy  championship  in 
which  they  find  themselves  with  one  another  and  their 
masters,  and  showing  the  latter's  intercourse  with  them  by 
marginal  notes,  book  marks,  notes,  and  interpolations. 

Besides  this  general  family  library,  which  should  be  acces- 
sible at  all  times  to  the  younger  members  of  the  family,  every 
child  should  be  taught  to  keep  his  own  set  of  books,  take 
pride  in  them,  and  be  encouragud  to  study  how  to  increase 
their  number  by  honorable  and  praiseworthy  means,  and  by 
suitable  selections. 

As  the  establishment  of  a  reading  room  in  every  one  of  our 
public  schools  is  out  of  the  question,  notwithstanding  the 
great  desirability  of  such  an  arrangement,  our  Sunday  schools 
and  Mutual  Improvement  Associations  supply  this  deficiency 
to  a  great  extent,  so  that  the  most  of  our  school  children 
have  the  benefits  of  some  library  within  their  reach. 

The  advantages  of  having  a  cabinet  are  of  a  two-fold  nature. 
In  the  first  place  the  objects  contained  therein  are  very  handy 
for  conducting  object-lessons,  and  in  the  second  place,  the 
Pestalozzian  method  of  cultivating  the  power  of  observation 
among  the  pupils  by  inducing  them  to  collect  all  kinds  of 
specimens,  is  the  very  essence  of  learning. 

Teachers  will  readily  obtain  from  farmers  all  the  various 
seeds  cultivated  in  the  neighborhood,  the  stores  will  gladly 
furnish  samples  of  everything  in  the  dry  goods  and  grocery 
line,  friends  and  patrons  of  education  will  donate  cheerfully 
mineralogical,  botanical,  or  zoological  specimens,  or  rare 
pieces  of  technical,  geographical,  or  historical  interest.  There 
is  very  little  expense  connected  with  starting  and  maintain- 
ing a  valuable  cabinet,  only  much  patience,  perseverance,  and 
ingenuity  are  required. 

Parents  should  study  the  inclination  of  every  one  of  their 
children  in  this  direction  and  encourage  them  in  such  pursuits. 


SCHOOL  AND  FIRESIDE.  241 

While  some  children  may  love  to  collect  leaves  and  flowers, 
others  may  prefer  the  collection  of  insects,  or  others  again 
take  delight  in  a  mineral  cabinet,  while  others  take  pride  in 
a  collection  of  geographical,  historical,  or  technical  illustra- 
tions, or  in  coins,  some  even  in  postage  stamps.  In  short, 
encourage  them  in  the  collection  of  anything  that  cultivates 
observation,  perseverance,  systematizing,  and  order.  All  the 
trouble  connected  with  such  pursuits  will  be  richly  repaid  by 
the  moral  and  intellectual  benefits  derived  therefrom. 


S0HOOL  MANAGEMENT, 


CHAPTER  I. 


INTRODUCTION. 


THE  relationship  of  theory  to  practice  in  education  is  so 
close  and  indissoluble  that  any  neglect  in  the  one  operates 
with  disadvantage  upon  the  other  so  far  as  the  results  aimed 
at.  are  concerned. 

The  process  of  bringing  into  practical  operation  the 
theories  which  one  may  entertain  concerning  scholastic  and 
domestic  education  constitutes  what  is  generally  termed 
"management,"  and  its  success  or  failure  depends  to  a  very 
large  degree  upon  it. 

In  the  management  of  educational  affairs,  therefore,  whether 
at  the  fireside  or  in  the  school  the  masterhand  of  an  educator, 
or  its  opposite,  may  be  easily  recognized.  Scholastic  edu- 
cation, requiring  of  necessity  a  more  pronounced  systematic 
course  of  procedure  in  every  particular,  finds  in  emulation 
and  the  cultivation  of  a  sense  of  duty,  the  strongest  incen- 
tives, while  domestic  education  would  fail,  when  love  and 
affection  are  not  the  guiding  stars  in  its  sphere. 


SCHOOL  AND  FIRESIDE.  243 

CHAPTER  II. 


AIMS. 


AN  educator's  conception  of  the  nature  and  aims  of  his 
mission  determines  the  outlines  of  the  work  before  him.  It 
his  ideas  in  regard  to  these  points  are  narrow  and  dwarfed, 
the  methods  employed  and  ends  aimed  at  will  be  correspond- 
ingly circumscribed,  while  loftier  and  grander  aims  are  ex- 
pressed in  the  adoption  of  corresponding  methods. 

DEVELOPMENT   OF    INDIVIDUALITY. 

Every  human  being  is  a  world  in  miniature.  It  has  its  own 
centre  of  observation,  its  own  way  of  forming  concepts  and 
of  arriving  at  conclusions,  its  own  degree  of  sensibility,  its 
own  life's  work  to  do,  and  its  own  destiny  to  reach.  All  these 
features  may  be  encompassed  by  general  conditions,  governed 
by  general  laws,  and  subject  to  unforeseen  influences  and  in- 
cidents, but  within  the  sphere  of  their  own  activity,  they 
constitute  that  great  principle  which  we  call  individuality. 

Individuality  means  not  the  mere  part  of  existence,  as  in 
plant-life,  nor  the  mere  power  of  conscious  volition  as  in  the 
animal.  In  man  it  means  that  inheritance  that  separates 
man  from  the  rest  of  the  physical  creation,  empowers  him 
with  endless  progression,  and  designates  him  as  an  offspring 
of  Diety. 

This  divine  attribute  of  man  is  placed  for  the  time  being 
at  the  disposal  of  the  educator,  whether  in  the  family  circle 
or  at  the  school,  to  cultivate  and  develop  it  to  its  utmost 
capacities. 

With  what  care   and   solicitude   we  are  apt  to  handle  any 


244  SCHOOL  AND  FIRESIDE. 

previous  subject,  the  value  of  which  may  consist  either  in  its 
monetary  consideration,  or  in  affectionate  reminiscences  con- 
nected wich  it!  What  an  amount  of  labor,  skill,  and  mental 
effort  we  often  devote  to  our  daily  pursuits  for  the  purpose  of 
securing  the  necessities  of  life,  or  of  accumulating  means,  of 
achieving  fame,  or  of  satisfying  the  cravings  for  knowledge 
or  for  activity  in  social,  political,  scientific,  literary,  or  artis- 
tic spheres!  And  yet,  all  these  activities  can  not  compare 
with  the  great  responsibilities  resting  upon  him  that  is  called 
upon  to  guide  the  development  of  the  youth.  Schedules, 
theories,  systems,  methods,  and  rules,  are  empirical  contriv- 
ances, subject  to  the  fluctuations  and  changes  of  environ- 
ments, and  are  no  more  available  in  all  cases  than  patent 
medicines  are  to  all  ailments. 

It  is  the  fashion  in  Chinese  gardening  to  force  trees  and 
shrubs  out  of  their  natural  way  of  growing,  into  all  kinds  of 
fantastic  shapes  according  to  the  fancy  and  notion  of  their 
master.  There  is  a  great  deal  of  Chinese  gardening  going  on 
in  education. 

Dispositions  and  capacities  are  to  a  great  extent  predicted 
upon  ancestry,  parentage,  and  surroundings,  and  even  those 
inclinations  and  proclivities  that  may  be  pronounced  as  evil, 
are  in  most  instances  only  natural  endowments  in  an  unhealthy 
or  perverted  condition. 

A  correct  diagnosis  of  a  disease  depends  largely  upon  the 
clear  understanding  of  its  causes,  and  the  remedy,  upon  their 
removal.  The  science  of  health  dates  its  rapid  progress  from 
the  time  of  its  commencing  to  discount  more  and  more  the 
application  of  violent  and  desperate  means. 

This  same  evolution  from  rude  and  crude  to  more  rational 
methods  is  observable  also  in  education. 

In  olden  times,  the  switch,  the  ferule,  and  other  cruel  and 
disgraceful  means  of  punishment  were  the  nostrums  by  which 
moral  and  intellectual  defects  were  sought  to  be  remedied 


SCHOOL  AND  FIRESIDE.  245 

and  prevented  for  the  future.  Children  of  a  stubborn  or  way- 
ward disposition,  of  idle  and  indolent  habits,  lacking  concen- 
trativeness  and  application,  etc.,  had  to  be  broken  in  by 
heroic  treatment,  and  the  rod  was  the  acknowledged  emblem 
of  training  in  family  and  school.  Authority  and  might  on 
the  one  side  and  obedience  and  submissiveness  on  the  other, 
were  the  stakes  around  which  individuality  was  led  to  twine 
itself,  even  if  its  joints  had  to  be  broken  to  accomplish  the 
feat. 

A  child's  disposition  can  never  be  broken,  but  it  can  be 
spoiled  and  ruined  for  life.  There  are  other  influences  for 
guidance  than  the  mere  exercise  of  authority,  and  other  in- 
centives to  progress  than  thoughtless  submission  to  unsym- 
pathetic dictates.  The  exercise  of  authority  without  intelli- 
gent justice  and  kind  consideration  is  tyranny,  and  obedience 
without  consent  of  heart  or  brain  is  slavery. 

Oversight  in  regard  to  this  principle  in  education  had  been 
in  conformity  with  the,  in  some  degree,  arbitrary  conditions 
of  society,  family  and  school,  until  comparatively  recent 
times.  An  entire  emancipation  from  such  thralldom  will  be 
accomplished  only  by  the  spirit  of  the  great  Latter-day  work, 
which  leads  to  all  truth,  embraces  all  truth,  and  advocates 
all  truth.  The  philosophies  and  theories  of  the  world  and  its 
churches  have  demonstrated  their  inefficiency  in  performing 
this  task. 

Every  child  ought  to  have  a  chance  to  develop  its  moral, 
mental,  and  spiritual  faculties  to  their  utmost  capacity.  This 
can  be  accomplished  only  by  a  judicious  distribution  of  the 
principles  of  obedience  and  discretion.  In  the  former  the 
will-power,  in  the  latter  the  judgment,  is  the  chief  object  of 
control,  but  in  both,  affection  should  forever  hold  sway. 

It  has  been  stated  by  eminent  psychologists  that  an  intant 
is  a  little  savage  in  so  far  as  it  is  controlled  only  by  impulses 
of  selfishness.  Granting  this  to  be  true,  it  follows  that  a  child 


246  SCHOOL  AND  FIRESIDE. 

naturally  endowed  with  a  strong  will-power,  but  as  yet  devoid 
of  any  judgment  to  use  it  properly,  will  be  pronounced  to  be 
either  stubborn,  wild,  or  uncontrollable,  while  one  of  a  less 
gifted  disposition  in  this  regard  may  appear  more  yielding 
and  obedient,  and,  therefore,  in  a  more  favorable  light. 

Two  kinds  of  treatment  in  such  cases  may  be  mentioned 
here  as  being  the  most  illogical  in  their  nature  and  the  most 
disastrous  in  their  results. 

The  first  one  is  the  process  of  breaking"  into  subjection  and 
obedience  any  refractory  young-one,  as  already  alluded  to 
above.  The  results  of  this  barbarous  treatment  are  frequent- 
ly lying,  hypocrisy,  or  licentiousness  when  the  arbitrary 
treatment  is  removed,  while  in  cases  of  weak  will-power  the 
needed  strengthening  influence  is  denied,  and  self-reliance 
and  independence  of  character  remain  unattainable  features. 
This  educational  mistake,  however,  does  not  largely  prevail 
in  America. 

It  is  the  other  extreme  which  needs  special  consideration 
right  here. 

"Boys  will  be  boys."  4<O,  let  him  sow  his  wild  oats,  he 
will  settle  down  by  and  by."  These  and  similar  fallacies  have 
brought  many  a  young  man  to  grief  and  ruin,  and  were  the 
startingipoints  from  which  many  criminals  had  to  trace  their 
careers,  ending  in  the  prison  or  on  the  gallows. 

No  mother  lets  her  infant  crawl  or  walk  any  further  than 
she  can  control  its  movements,  to  preserve  it  from  the  possi- 
bility of  accident.  This  illustrates  the  principle  to  be  kept 
in  view  when  the  cultivation  of  character  is  concerned. 
Character  developes  most  advantageously  under  a  just  distri- 
bution of  the  injunction  to  obedience  and  extension  of  dis- 
cretionary exercige  of  will-power. 

As  a  mother  picks  up  her  infant  before  it  crawls  out  of  reach, 
not  because  she  did  not  intend  to  let  it  ever  learn  to  walk, 
but  to  let  it  go  only  as  lar  as  it  has  strength  to  do  without 


SCHOOL  AND  FIRESIDE  247 

endangering  itself,  she  is  extending,  however  cautiously,  the 
range  of  the  child's  movements.  Thus  a  judicious  educator, 
whether  in  school  or  at  the  fireside,  measures  out  the  amount 
of  discretion  allowed  to  the  yet  immature  young  minds  in 
exact  proportion  to  their  gradually  developing  judgment. 

The  modeling  of  the  individuality  of  a  young  mind  sur- 
passes, in  delicacy  and  import,  the  works  of  a  sculptor  whose 
material  consists  only  of  clay  or  mortar  and  will  sooner  or 
later  crumble  to  dust  again,  while  the  educator's  material  is 
immortal  souls,  more  pliable  than  clay,  more  susceptible  to 
impressions  than  marble.  Whatever  care  or  carelessness, 
wise  solicitude  or  criminal  neglect  may  have  perfected  or 
caused  this  individuality  to  degenerate,  will  be  brought  out 
with  indelible  clearness  to  testify  for  or  against  those  into 
whose  hands  had  been  confided  this  sacred  stewardship. 

CULTIVATION    OF    PUBLIC    SPIRIT. 

''Man  does  not  live  for  himself  alone."  Although  a  truism, 
this  saying  should  demand  the  most  serious  consideration  in 
all  educational  affairs.  It  is,  however,  too  apparent  that,  as 
a  general  thing,  neither  school  nor  home  seem  to  look  upon 
it  as  an  injunction  worthy  of  a  practical  application  in  the 
training  of  the  youth. 

To  instruct  the  rising  generation  in  knowledge  and  accom- 
plishments that  •  will  enable  them  "to  paddle  their  own 
canoe,"  or  "to  hoe  their  own  row,"  or  to  make  their  way  to 
prosperity  and  distinction,  with  some  ethical  instructions 
thrown  in,  in  order  to  give  the  whole  system  the  flavor  ot 
morality,  constitutes  about  the  sum  total  of  modern  educa- 
tion. 

It  is  not  the  author's  intention  in  this  connection,  to  speak 
disparagingly  of  the  efforts  of  our  denominational  schools 
that  are  endeavoring  to  give  to  their  teaching  a  religious 
foundation,  nor  of  the  praiseworthy  feature  of  our  public 


248  SCHOOL  AND  FIRESIDE. 

school-system  to  cultivate  patriotism  by  the  introduction  of 
patriotic  songs  and  by  relating  incidents  from  the  lives  of 
our  great  men  and  women — these  features  are  to  be  highly 
commended  as  far  as  they  go;  they  touch  the  point  in  ques- 
tion only  very  slightly,  however. 

Man,  as  a  member  of  the  human  family,  has  a  reciprocal 
relationship  to  sustain.  This  fact  rests  not  merely  upon  the 
commercial  principle  of  demand  and  supply,  or  equivalent  for 
equivalent,  but  finds  its  mainspring  in  the  instigation  of  public 
spirit. 

In  monarchies,  where,  in  the  hearts  of  the  subjects,  the 
solemn  teaching  is  inculcated,  that  fidelity  to  the  king  in 
peace  and  war,  is  the  citizen's  highest  duty,  and  where  a 
Louis  XIV,  of  France,  could  exclaim  "I  am  the  state," 
(I'etate  c'est  moi,)  or  William  II,  of  Germany,  could  write 
"The  will  of  the  king  is  the  highest  law,"  (regis  voluntas 
ultima  lex,)  public  spirit  is  not  an  essential  factor  in  national 
affairs,  and  shows  itself  only  occasionally  in  the  acts  of  some 
philantrophic  or  broad-souled  character,  as  in  the  case  of 
Count  Tolstoi,  in  Russia,  August  Herman  Franke,  in  Ger- 
many, Father  Mathews,  in  Ireland,  and  others. 

In  a  republic  like  ours,  the  case  stands,  however,  quite 
different.  Here,  the  masses  of  the  citizens  are  the  makers 
of  their  own  destiny.  If  the  nation's  fortunes,  the  adminis- 
tration of  public  affairs,  the  prosperity  of  communities  and 
individuals  shall  be  what  every  honest  man  would  desire, 
then  the  sources  from  which  these  conditions  derive  their 
existence  must  be  pure,  and  adequate  to  so  desirable  a  con- 
sumation.  If  these  sources  are  lacking  the  requisite  qualifi- 
cations, but  are  impregnated  instead  with  selfishness,  venality, 
greedy  partisanship,  office-hunting  for  "what  is  in  it,"  indif- 
ference, or  even  worse  motives,  then  the  body  politic  be- 
comes infected  and  diseased,  and  its  ultimate  dissolution  is  a 
mere  question  of  time. 


SCHOOL  AND  FIRESIDE.  249 

To  what  extent  such  a  condition  of  affairs  may  be  prevail- 
ing in  our  own  country,  it  is  not  the  place  here  to  discuss, 
but  this  much  must  be  said,  that  our  public  educational  sys- 
tem from  the  primary  schools  upwards  throughout  all  the 
various  stages  to  our  Universities,  make  no  sufficient  provi- 
sions for  the  cultivation  of  public  spirit  in  the  hearts  of  their 
pupils. 

Whatever  there  is  of  public  spirit  among  our  people  is  gen- 
erated at  the  firesides  by  the  example  of  noble  spirited  citi- 
zens with  whom  the  young  people  may  happen  to  come  in 
contact. 

As  an  essential  factor  in  education,  the  cultivation  of  public 
spirit  has  not  yet  been  recognized  by  our  public  school 
system. 

Incidental  instructions,  corroborated  by  example, especially 
in  the  family  circle,  are  productive  of  much  good  in  this  re- 
spect, but  in  the  school,  where  alone  a  systematic  training 
could  be  inaugurated,  nothing  has  been  done  thus  far  to  any 
remarkable  extent  to  cultivate  public  spirit. 

The  systematizing  of  efforts  for  the  cultivation  of  public 
spirit  is  known  in  our  Church  schools  by  the  name  of  the 
"Monitorial  System." 

Many  teachers,  even  of  long  experience,  are  laboring  under 
the  mistaken  idea,  that  monitors  in  school  are  appointed 
merely  for  the  purpose  of  assisting  the  teacher  in  the  adjust- 
ment of  minor  disciplinary  items,  so  that  the  teacher  may  be 
able  to  turn  his  attention  more  exclusively  to  the  main  work 
before  him.  This  explanation,  definition,  or  view  of  the  case 
demonstrates  the  entire  want  of  comprehension  of  this  prin- 
ciple, as  an  experienced  teacher  needs  no  such  help,  know- 
ing that  all  such  things  could  be  attended  to  by  himself  far 
more  efficiently.  But  this  is  not  the  point  at  issue. 

The  point  in  question  is  to  give  every  pupil  something  to 
be  responsible  for  outside  and  beyond  his  own  individual  con- 
cerns. 


250  SCHOOL  AND  FIRESIDE. 

To  educate  a  pupil  so  as  to  make  him  realize  the  necessity 
of  complying  with  the  rules  of  the  school,  to  have  his  lessons 
well  prepared,  and  to  make  reasonable  progress  in  his  studies, 
and  then  to  "toe  the  mark"  in  these  points,  is  generally  con- 
sidered the  acme  of  scholastic  education.  So  far  as  domestic 
education  is  concerned,  the  same  rule  holds  good  as  applied 
to  the  different  spheres  of  activities.  But  the  cultivation  of 
public  spirit  cuts  no  figure  in  either. 

Let  the  teacher  invent,  if  need  be,  all  kinds  of  offices  for  his 
pupils  to  fill,  and  distribute  them  according  to  his  best  judg- 
ment, or  by  the  selection  of  the  pupils,  with  occasional 
rotation  in  office,  and  thus  give  the  young  people  a  chance 
to  cultivate  the  sense  of  devotion  to  the  necessities  and  well- 
being  of  their  comrades,  and  to  learn  to  appreciate  the  sense 
of  public  responsibility.  They  will  habituate  themselves  in 
the  performance  of  public  duties  without  apparent  remunera- 
tion; they  will  cultivate  integrity,  honor,  and  reliability;  they 
will  gain  an  experience  that  will  be  of  incalculable  value  not 
only  to  themselves  but  to  the  people  at  large  among  whom 
their  lot  may  be  cast  in  the  future. 

Betrayal  of  public  trusts,  office-seeking  for  "what  is  in  it," 
partisanship  for  selfish  ends,  and  the  sacrifice  of  public  in- 
terests to  the  gratification  of  personal  agrandisement,  would 
be  relegated  to  the  slums  of  political  trickery  and  exposed  on 
the  pillory  of  public  ignominy  and  disgrace. 

The  nation  woul  enjoy  an  atmosphere  of  political  purity, 
men  would  be  chosen  tor  public  offices  on  account  of  their 
intelligence,  integrity,  and  devotion  to  the  public  weal,  and  a 
respect  and  reverence  would  be  cheerfully  accorded  by  all  to 
the  representatives  of  the  peoole,  and  to  the  executors  of  the 
law. 

REVERENCE    FOR    LEGITIMATE    AUTHORITY. 

It  is  the  misfortune  of  many  reformers  and  revolutionary 
heroes  that  their  followers  often  carry  the  original  movement 


SCHOOL  AND  FIRESIDE,  251 

to  extremes  and  thereby  create  worse  conditions  than  those 
from  which  escape  was  sought  to  be  secured  by  heavy  sacri- 
fice. When  our  revolutionary  fathers  arose  with  patriotic 
fire  and  struck  off  the  fetters  of  despotism  that  threatened  to 
be  fastened  tighter  and  tighter  upon  them,  they  wrote  in 
letters  of  blood  the  declaration  that  all  governments  derived 
their  authority  and  just  powers  from  the  consent  of  the  gov- 
erned. 

Although  thus  pointing  out  the  only  legitimate  source  of 
governmental  powers,  they,  at  the  same  time,  recognize  the 
right  of  government  and  its  authority. 

The  very  term  "authority"  implies  respect  and  venera- 
tion. 

It  is  the  mission  ot  popular  education  to  accept  this  prin- 
ciple as  one  of  its  objective  points,  and  to  devise  means  and 
methods  by  which  it  can  be  best  put  into  a  system  of  prac- 
tical training. 

As  all  education  commences  in  the  family  circle,  there  the 
germ  of  the  sense  of  veneration  and  reverence  ought  to  be 
implanted  in  the  young  heart,  as  it  is  protected  there  not 
only  by  the  divine  commandment:  "Thou  shalt  honor  thy 
father  and  thy  mother,"  but  also  by  the  irrisistible  power  of 
natural  affection.  For  lather  and  mother  are  to  the  child  the 
first  object-lessons  on  which  to  practice  the  glorious  principle 
of  reverence. 

Yet,  notwithstanding  the  divine  injunction,  the  voice  of 
nature,  and  the  teachings  and  examples  of  good  men  and 
women  among  all  nations  and  in  all  ages,  there  is  no  people 
among  whom  the  principle  of  reverence  is  less  cultivated  than 
it  is  among  the  Americans. 

The  cause  of  this  deplorable  deficiency  in  our  national 
character  is  traceable  directly  to  the  sin  of  omission  at  the 
firesides  of  the  nation,  where  reverence  for  parental  authority 
is  suffered  to  carry  on  a  precarious  existence  in  too  many 


252  SCHOOL  AND  FIRESIDE. 

instances,  until  it  gradually  disappears,  to  be  supplanted  by 
a  nondescript  relationship  that  is  taken  for  independence  of 
character. 

A  lack  of  loyalty  thus  engendered  in  youth  makes  itself 
felt  later  on  in  all  affairs  of  public  life,  in  politics,  in  official 
circles,  in  business  transactions,  in  literature,  art,  and  science. 
A  materialism  is  penetrating  all  relationships  that  men  have 
to  sustain  one  with  another,  and  that  threatens  to  deaden 
all  lofty  aspirations. 

"The  fear  of  the  Lord  is  the  beginning  of  wisdom."  This 
injunction  from  an  inspired  source  admonishes  us  to  train  the 
children  in  the  reverence  for  things  divine,  as  therein  is  the 
beginning  of  wisdom.  What  things  are  divine? 

A  careful  answer  to  this  question  will  furnish  us  with  an 
inexhaustible  supply  of  object  lessons  for  the  practice  of 
reverence  and  veneration. 

There  is,  in  the  first  place,  the  father's  house,  the  home, 
the  fireside.  Let  children  be  reminded  of  the  fact,  that  days 
may  come  in  their  lives,  when  they  would  give  almost  all 
they  possessed,  even  years  of  their  life,  if  they  could  be  back 
again  once  more  in  their  father's  house,  and  if  only  for  half 
an  hour.  To  children  thus  trained,  their  earthly  home  is  only 
an  object-lesson  in  preparing  them  for  the  duties  and  bless- 
ings of  a  heavenly  home  yet  to  come. 

The  school  house  presents  to  the  teacher  endless  oppor- 
tunities for  cultivating  the  principle  of  reverence  for  law, 
authority,  principles,  and  persons,  so  that  the  future  citizens 
may  look  back  with  gratitude  to  their  school  days  during 
which  they  were  trained  in  those  glorious  principles  of  rever- 
ence for  all  that  is  true,  noble,  righteous,  and  pure,  that  con- 
stitute the  mainspring  of  all  their  actions  and  are  the  founda- 
tions of  their  prosperity  and  reputation. 

In  religious  as  well  as  in  all  kinds  of  public  assemblies, 
even  in  theatres  and  places  of  amusement,  children  are  to 


SCHOOL  AND  FIRESIDE.  253 

be  taught  the  principle  of  respect  and  reverence  for  the 
place,  the  occasion,  the  proprieties,  and  for  the  feelings  of 
others. 

Respect  and  reverence  for  old  age  are  only  stepping  stones 
to  reverence  for  divinity  and  its  attributes,  and  its  practice 
is  an  object  lesson  for  the  cultivation  of  religiosity. 

In  like  manner  sacred  objects,  places,  things,  times,  and 
principles  can  be  used  as  object-lessons  through  which  the 
principle  of  reverence  can  be  cultivated.  The  Latter-day 
Saints  have  made  a  start  in  these  matters  by  their  efforts  in 
their  Church  schools,  Sunday  schools,  Mutual  Improvement 
Associations,  and  Primaries,  and  in  their  Quorum  and  Priest- 
hood meetings,  and  Relief  Societies.  This  principle  is  urged 
upon  the  parents  for  cultivation  at  their  firesides. 


CHAPTER  III. 


OUTLINE  WORK. 


DRAFTING  the  outlines  for  school  work  is  to  the  teacher 
what  the  design  for  a  building  is  to  an  architect.  It  deter- 
mines the  degree  of  mastership  which  either  teacher  cr  archi- 
tect may  have  attained  in  his  respective  profession.  In  both 
instances  the  execution  is  to  a  great  extent  distributed  among 
specialists,  practical  workers,  and  subordinates,  whose  indi- 
vidual efficiency,  competency,  and  ingenuity  are  restricted  to 
certain  limits  marked  out  by  the  ground  work. 

The  physiognomy,  or  rather  individuality  of  a  school,  no 
more  depends  on  the  style  of  building  or  the  manner  of  its 
equipment,  than  an  elaborate  or  inferior  dress  determines  the 


254  SCHOOL  AND  FIRESIDE. 

intellectual  or  moral  character  of  the  person  wearing  it. 

The  outline  work  of  a  school  determines  its  status,  it 
should  be  conceived  in  integrity,  and  carried  out  in  honesty. 

False  pretentions  for  the  sake  of  making  a  fine  show,  for 
attracting  patronage,  or  for  reflecting  disadvantageously  upon 
more  conservative  educational  institutions,  are  a  crime  com- 
mitted against  the  public  in  general  and  the  youth  in  partic- 
ular. To  reduce  the  possibility  of  such  impositions  to  more 
narrowed  limits,  the  state  should  provide  for  the  appointment 
of  public  school  inspectors,  that  are  professional  educators. 
The  State  and  County  Superintendents,  if  possessing  that 
requisite  qualification  and  not  subject  to  political  partisan- 
ship, would  naturally  be  the  most  suitable  officers  for  that 
duty. 

Such  school  inspection  should  be  made  on  the  basis  of  the 
©fficial  outline  work  of  the  school  and  the  results  be  reported 
to  the  county  or  state  authorities. 

A  complete  outline  work  to  be  made  obligatory,  for  every 
school,  or  set  of  schools;  should  consist  of  a  circular,  a  plan, 
a  program,  and  records.  All  these  are  often  found  either  in 
part,  or  entirely  in  one  issue. 

CIRCULARS. 

The  circulars  issued  annually  by  the  leading  educational 
institutions  ot  our  country  are  in  most  instances  models. 
They  contain  historical  reviews  of  their  respective  institu- 
tions, lists  of  the  members  of  their  Boards  and  Faculties, 
leading  points  of  the  various  studies  taught,  grading  and 
graduation,  conditions  of  entrance,  provisions  regulating  the 
moral,  scholastic,  domestic,  and  financial  requirements  of  the 
students,  illustrations  and  descriptions  of  buildings,  grounds, 
rooms,  and  apparatus,  etc. 

These  circulars  are  pledges  to  the  public  that  the  work 
outlined  in  them  will  be  faithfully  performed,  and  the  final 


SCHOOL  AND  FIRESIDE.  255 

results  at  the   end   of  every    school   year   are    the  legitimate 
criterion  of  the  work  done. 

PLANS. 

Complete  plans  of  every  grade  and  study,  for  the  whole 
school  year,  or  even  for  a  period  of  years,  are  as  essential  for 
the  carrying  on  of  a  school,  as  the  specifications  for  a  builder 
are  necessary  to  the  construction  of  a  house. 

A  great  step  forward  has  been  made  in  our  public  and  de- 
nominational schools  by  the  adoption  of  the  "Eighth  Grade 
Plan,"  according  to  which  a  certain  uniformity  of  grading, 
text-books,  and  methods  of  teaching,  has  been  accomplished. 
Especially  is  the  vast  improvement  made  by  this  system 
realized  in  many  of  our  country  school  districts,  where,  on 
account  of  the  shortness  of  the  school  season,  (only  three  or 
four  months,)  a  babylonic,  arbitrary,  and  in  many  instances 
absolutely  aimless  confusion  in  subject  matter  and  methods, 
used  to  prevail. 

The  County  Teachers'  Institutes,  State  Conventions  of 
Teachers,  Summer  Schools,  and  the  arrangement  enjoining 
upon  teachers  the  necessity  of  interchanging  professional 
visits  with  one  another,  are  of  incalculable  value  in  maturing 
plans  for  school  work,  in  as  much  as  they  enable  teachers  to 
enlarge  their  ideas  and  avoid  falling  into  stereotyped  methods; 
thus  keeping  their  minds  open  for  suggestive  advancement, 
and  qualifying  themselves  for  the  attainment  of  mastership 
in  their  profession.  This  term  implies  far  more  than  a  certain 
efficiency  in  practical  class  work.  A  mere  class  worker 
stands  in  the  same  relationship  to  a  true  educator  as  a  per- 
forming musician  stands  to  the  leader  of  an  orchestra,  or  to 
a  composer,  or  a  subordinate  officer  to  a  general. 

PROGRAMS. 

One  glance  at  the  daily  program  of  a  school  will  tell  an 
experienced  educator,  whether  che  teacher  is  a  professional 


256  SCHOOL  AND  FIRESIDE. 

or  an  amateur  in  his  work.  There  are  several  principles  to 
be  observed  amidst  all  the  difficulties  in  the  composition  of  a 
daily  program.  Conflicting  studies,  great  number  of  classes, 
want  of  room,  and  other  perplexing  problems  demanding 
solution  may  modify  in  some  degree  these  principles,  but 
they  must  remain  visible  in  the  construction  of  the  program. 

There  are  reflective,  memorative,  and  mechanical  studies 
to  be  distributed.  The  first  of  these  as  mathematics, 
language  studies,  and  sciences,  claim  a  place  among  the  first 
exercises  of  the  day,  when  the  mind  is  fresh,  vigorous,  and 
not  yet  fatigued  by  hard  or  long  studying;  memorative 
studies,  such  as  history  and  geography,  that  are  enlivened 
by  imagination,  may  either  follow;  while  mechanical  studies, 
like  penmanship,  drawing,  and  music,  should  be  the  last, 
when  the  mind  needs  relaxation  or  change  of  occupation. 

The  pupils  also  require  consideration,  and  the  program 
ought  to  be  arranged  in  such  a  manner  as  to  alternate  stu- 
dents of  different  classes  as  much  as  possible.  No  student 
should  be  left  too  long  without  a  recitation.  Study  and  reci- 
tation should  alternate  as  nearly  as  possible. 

By  a  judicious  composition  of  the  daily  program  a  teacher 
may  secure  much  valuable  assistance  by  the  buoyancy  and 
freshness  of  spirits,  vigor  of  mind,  and  readiness  ot  attention 
on  the  part  of  his  pupils,  as  they  are  never  suffered  to 
become  weary  by  too  long  occupation  with  one  kind  of 
work. 

Time  also  is  an  important  factor  in  the  construction  of  a 
program.  Generally  360  minutes  constitute  a  full  school 
day.  During  these  360  minutes  sometimes  from  eighteen  to 
twenty  recitations,  two  recesses,  and  changes  of  classes,  each 
taking  from  two  to  three  minutes,  have  to  be  disposed  of. 
Some  classes,  on  account  of  their  numbers,  or  the  subject- 
matter,  or  the  grade,  need  more  time  than  others,  some 


SCHOOL  AND  FIRESIDE.  257 

may  be  made  to  alternate  with  others,  but  none  can  be  passed 
over. 

Punctuality  and  precision  in  recitations  is  an  indispensable 
requisite  for  successful  school  work.  To  this  end  a  copy  of 
the  daily  program  in  large  and  plain  writing  ought  to  be 
placed  at  the  most  conspicuous  point  in  the  school  room,  and 
a  clock  hung  up  in  sight  of  teacher  and  students  for  guid- 
ance. 

Every  teacher  ought  to  learn  to  gauge  his  work  for  every 
recitation,  like  a  journalist  gauges  the  article  for  his  paper  in 
accordance  with  the  allotted  space.  As  a  rule,  no  teacher  is 
justified  in  running  over  his  time  a  single  minute,  nor  in 
closing  a  minute  too  soon.  This  precision  reacts  favorably 
upon  the  students,  as  they  get  habituated  in  punctuality, 
while  an  opposite  course  on  the  part  of  the  teacher  will  de- 
prive the  students  of  the  benefits  of  this  mental  training. 

This  rule  becomes  a  matter  of  absolute  necessity  in  schools 
with  several  departments,  each  with  its  own  teacher,  where 
often  teachers  and  students  may  have  to  change  about  into 
different  departments  for  recitation.  In  such  cases,  any  ir- 
regularity on  the  part  of  a  teacher  may  interfere  seriously 
with  the  whole  machinery. 

RECORDS. 

Any  business  kept  without  strict  accounts  would  soon  be 
thrown  into  helpless  confusion  and  end  in  financial  disaster. 
What  accounts  are  to  the  business  man,  records  are  to  the 
teacher. 

It  has  been  supposed  by  some  that  records  are  to  be  kept 
solely  for  the  purpose  of  reference,  to  enable  the  teacher  to 
make  correct  reports,  conduct  his  reviews  by  them,  and  for* 
the  inspection  of  the  presiding  authorities.  These  points  are 
correct,  but  they  are  not  the  only  ones  underlying  the  neces- 
sity for  keeping  them  conscientiously  and  complete.  Care- 


258  SCHOOL  AND  FIRESIDE. 

less  and  unreliable  records  are  like  careless  and  unreliable 
accounts,  they  are  worse  than  useless,  they  are  misleading, 
and  none  at  all  would  be  preferable. 

There  is  a  moral  feature  connected  with  these  records 
which  no  teacher  can  afford  to  overlook.  As  we  have  chrono- 
meters, thermometers,  barometers,  I  might  call  these  records 
psychometers,  or  measures,  indicating  the  degrees  of  regular- 
ity, precision,  efficiency,  and  progress  of  teachers  and  pupils, 
within  the  lines  marked  out  for  them  in  the  plan.  By  these 
records,  if  reliable,  the  teacher  may  see  at  any  time  whether 
he  is  gaining  on  his  work  or  falling  behind,  whether  this 
year's  work  compares  favorably  or  otherwise  with  that  of 
previous  years,  or  with  that  of  other  schools,  whether  such  a 
proportion  of  his  pupils  are  "toeing  the  mark"  as  will  justify 
him  in  pronouncing  his  labors  successful  or  otherwise,  and 
finally,  these  records  will  be  a  stricter  critic  upon  his  own 
labors  than  any  one  else  could  be.  These  records  are: 

The  Historical  Record, 

containing  all  the  changes  that  have  occurred  in  the  Board, 
the  Faculty,  the  organization,  the  building,  the  improvements, 
and  other  important  items  connected  with  the  school  since 
its  organization. 

The  General  Record 

with  an  alphabetic  index,  containing  the  names  of  all  the 
pupils  that  ever  attended  the  school,  arranged  by  years,  with 
specifications  of  age,  parentage,  domicile,  entrance,  depart- 
ment, etc. 

The  Register  of  Studies, 

also  designated  by  several  other  names,  containing  the  week- 
ly record  of  subjects  treated  in  every  class,  with  references 
to  text-books  or  plan. 


HOOL  AND  FIRESIDE.  359 

The  Rollback. 

indicating-  the  daily  regularity,  punctuality,  preparation,  etc., 
of  the  pupils.  This  record  should  form  the  basis  for  the 
periodical  reports  to  the  parents  of  the  pupils'  standing. 

The  manner  of  keeping  these  records  testifies  plainer  than 
anything  else  can  do  in  regard  to  the  spirit  in  which  a  teacher 
is  performing  his  work.  Incomplete  and  unreliable  records 
should  condemn  any  teacher  in  the  eyes  of  his  superiors  and 
of  the  public. 


DISCIPLINE, 


CHAPTER  I. 


INTRODUCTORY. 


DISCIPLINE  is  the  climate  of  the  school.  It  may  be  severe 
or  genial,  subject  to  tempestuous  disturbances  or  of  even 
temperature,  so  to  speak;  it  may  have  a  tendency  to  produce 
unhealthy  conditions  of  body  and  mind,  or  be  conducive  of 
the  highest  development  of  the  physical,  moral,  intellectual, 
and  spiritual  faculties  ot  the  child. 

No  school  or  family  can  be  without  some  kind  of  dis- 
cipline, any  more  than  a  country  can  be  conceived  to  be 
without  any  climate.  The  discipline  may  be  wretched  in 
many  ways,  as  some  climates  are,  but  there  must  be  some 
condition  of  affairs  prevailing  in  every  family  or  school,  that 
characterizes  the  intercourse  between  parents  or  teachers  on 
the  one  side,  and  children  or  pupils  on  the  other.  This  con- 
dition is  not  only  the  result,  but  is  the  very  essence  of  disci- 
pline. 


SCHOOL  AND  FIRESIDE.  261 

CHAPTER  II. 


METHODS. 


A  METHOD  is  a  systematized  procedure  by  which  some 
abstract  principle  assumes  a  concrete  form  of  action.  There 
is  not  only  a  great  variety  of  methods  by  which  any  one 
principle  may  be  sought  to  be  carried  out  or  cultivated,  but 
these  methods  themselves  are  often  subject  to  variations  as 
to  time,  conditions,  experience,  and  individualities.  Princi- 
ples are  formulated  truth,  and  as  such  are  exceedingly  con- 
servative and  tenacious;  while  methods  are  fluctuating  and 
more  or  less  experimentative  in  their  nature.  They  ought 
to  be  used  judiciously,  as  an  organist  uses  the  stops  of  his 
organ,  now  some,  now  others,  as  the  various  passages  in  the 
piece  to  be  performed  may  require. 

There  is,  however,  one  caution  which  parents  and  teachers 
may  observe  with  great  advantage;  that  is,  to  guard  against 
experimentalism  in  educational  methods.  Our  educational 
journals  are  full  of  all  kinds  of  suggestions,  our  teachers'  in 
stitutes,  conventions,  and  lectures,  are  constantly  bringing 
forth  new  ideas  in  regard  to  disciplinary  methods.  There 
are  some  parents  and  teachers  always  on  the  alert  for  some- 
thing new  in  that  line  to  experiment  with,  on  their  children 
or  pupils.  These  experimentalists  are  like  some  cranks,  that 
try  every  patent  medicine  advertised  in  the  papers. 

All  methods  of  discipline  may  be  classified  under  two 
heads,  compulsory  and  emulative.  The  former  is  best  char- 
acterized by  the  imperative  "Thou  shalt."  while  the  latter 
sees  in  the  cultivation  of  the  "I  will"  of  the  pupil,  its  chief 
disciplinary  motive. 


262  SCHOOL  AND  FIRESIDE. 

COMPULSORY. 

To  the  honor  of  our  present  stage  of  civilization  be  it  said, 
that  the  days  of  the  switch  and  ferule,  and  other  means  of 
corporal  punishment  are  rapidly  passing  away.  The  despotic 
reign  of  the  schoolmaster  of  olden  times  was  a  suitable  ground- 
work upon  which  to  erect  the  superstructures  of  tyranny, 
aristocratic  supremacy,  arbitrary  laws,  with  their  cruel  modes 
of  punishment,  and  that  state  of  society  which  recognized 
only  two  classes  of  people,  one  class  that  had' the  power  of 
command,  the  other  the  duty  to  obey. 

Inasmuch  as  the  school  and  the  fireside  are  the  two  great 
nurseries  of  the  human  family,  much  depends  upon  the  con- 
trolling principles  according  to  which  the  education  of  the 
rising  generation  is  to  be  regulated.  These  principles  shape, 
to  a  very  great  extent,  the  character  of  the  generation  into 
whose  charge  the  inheritances  of  the  past  will  be  placed  for 
further  improvement.  They  will  either  prove  themselves 
worthy  of  that  sacred  trust,  or  fall  short  to  their  own  sor- 
row. 

Corporal  or  physical  punishment  of  any  kind  is  illogical, 
and  is  not  a  natural  sequence  or  result  of  the  offense,  but  must 
of  necessity  bear  to  some  extent  the  character  of  arbitrari- 
ness. 

The  laws  uf  nature  have  excluded  forever  in  their  opera- 
tion the  principle  of  arbitrariness;  neither  are  the  laws  gov- 
erning the  moral,  mental,  and  spiritual  operations  constructed 
upon  an  arbitrary  plan.  Why  should  educational  operations 
be  carried  on  differently? 

The  application  of  corporal  or  physical  punishment  of  any 
kind  is  always  an  evidence,  that  either  on  the  part  of  the 
parent  or  teacher  all  moral  and  mental  resources  to  meet  the 
emergency  were  either  exhausted  or  unknown,  or  that  on  the 
part  of  the  child  or  pupil  the  comprehensioa  of  the  require- 


SCHOOL  AND  FIRESIDE.  263 

ment  was  too  dull,  or  the  will-power  to  follow  instructions, 
was  too  weak,  so  that  the  element  of  fear  or  physical  suffer- 
ing- had  to  be  introduced  as  a  stimulator. 

The  application  of  such  mean?  is  either  a  confession  of 
moral  or  intellectual  deficiency  on  the  part  of  the  educator, 
be  he  parent  or  teacher,  or  it  may  be  a  matter  of  an  excep- 
tional necessity.  These  compulsory  means  may  enforce 
compliance  with  some  requirement  but  will  never  convey 
conviction  of  its  rightfulness  to  the  mind  of  the  pupil  or 
child.  If  conviction  comes  at  all,  it  must  come  by  other 
means. 

Any  educator  of  long  experience  may  recall  incidents  which 
seemed  to  make  corporal  or  physical  punishment  of  some 
kind  a  necessity.  There  are,  for  instance,  moral  cripples,  as 
well  as  physical,  and  mental  ones.  While  asylums  provide 
for  the  last,  and  hospitals  for  physical  unfortunates;  the  re- 
form schools,  and  in  aggravated  cases,  jails  and  peniten- 
tiaries, attend  to  moral  cripples.  Mental  cripples,  in  greater 
or  lesser  degrees  of  decrepitude,  are  found  in  many  schools  and 
families:  in  some  instances  heredity,  in  others  evil  surround- 
ings, may  be  responsible  for  them,  nevertheless,  there  are 
natural  liars,  natural  thieves,  hypocrites,  cheats,  etc.,  to  be 
handled  in  education.  In  such  exceptional  cases,  the  educa- 
tor finds  himself  in  the  situation  of  a  physician,  who  finds 
that  mere  hygienic  or  medicinal  appliances  would  be  of  no 
avail,  but  that  the  emergency  calls  for  heroic  treatment,  or 
an  operation.  Even  in  surgery  it  is  plain  to  an  observing 
mind  that  the  urgency  for  such  dangerous  operations  is  con- 
stantly lessened  by  the  progress  of  the  medicinal  sciences. 
This  is  likewise  the  case  in  education. 

As  no  physician  resorts  to  operations  in  trifling  ailments, 
so  no  educator  is  justified  in  applying  violent  measures  in  his 
regular  disciplinary  course. 

A  judicious  discipline  may  be  compared  to  an  iron  hand  in 


264  SCHOOL  AND  FIRESIDE. 

a  velvet  glove.  It  should  not  be  seen,  nor  heard,  nor  felt  on 
every  occasion,  but  be  held  in  reserve;  always  present,  never- 
theless. 

An  absolutely  quiet  school,  or  a  family  life  that  moves 
along-  with  the  mechanical  regularity  of  clock-work,  may  be 
good  enough  for  parade  purposes,  but  can  certainly  not  be 
considered  a  model  example  in  education.  Restriction  or 
suppression  of  the  legitimate  manifestations  and  develop- 
ment of  individuality  is  not  discipline,  nor  can  methods  of 
squeezing  immortal  souls  into  a  common  mould  be  called 
education. 

EMULATIVE. 

If  the  educational  motto  in  times  past  was:  "Go,  and  do 
this,"  and  the  compulsory  methods  enforced  it  with  more  or 
less  relentlessness,  the  emulative  methods  of  discipline  are 
adopting  another  course  of  procedure. 

The  highest  ideal  of  emulation  is  given  to  us  in  the  exam- 
ple of  Jesus  Christ,  whose  educational  principles  can  be  con- 
densed in  his  beautiful  saying:  "Come,  follow  me." 

Parents  and  teachers  will  only  be  successful  in  their  dis- 
ciplinary methods  to  the  extent  of  their  own  example,  and  of 
their  being  able  to  make  Christ's  motto  their  own.  This  is 
one  of  the  strongest  emulative  methods  known.  Without  it 
all  exhortation,  pleading,  reasoning,  etc.,  will  lack  the  true 
ring,  and  will  be  "like  a  sounding  brass  or  a  tinkling 
cymbal." 

Presents  and  gifts  as  means  of  encouragement  are  not 
objectionable  in  themselves,  as  they  are  acts  ot  kindness,  en- 
gendering the  feelings  of  appreciation,  gratitude  and  affec- 
tion, and  as  long  as  they  are  given  gratuitously  and  without 
discrimination,  are  harmless.  But  as  soon  as  they  assume 
the  appearance  of  prizes  or  rewards  for  some  special  merit, 
they  do  more  harm  than  good  in  every  case.  They  engen- 


SCHOOL  AND  FIRESIDE.  26$ 

der  vanity  and  conceit  in  the  hearts  of  the  recipients,  and 
jealousy  and  bitterness  among  the  rest.  They  are  apt  to 
substitute  mercenary  or  ambitious  motives  for  the  genuine 
appreciation  of,  and  love  for,  virtue  and  rightful  action. 

Both  praise  and  censure,  should  be  bestowed  moderately. 
Fulsome  praise  or  cruel  and  cutting  censure,  especially  if 
given  before  others,  not  only  miss  the  mark,  but,  while  the 
former  surfeits,  the  latter  estranges. 

The  strongest  incentives  to  discipline  are  love  and  confi- 
dence. These  two  almost  omnipotent  agents  in  education 
can  not  be  bought,  commanded,  enjoined,  or  prescribed. 
They  "work  upon  natural  principles,"  as  President  Heber  C. 
Kimball  used  to  say. 

Let  the  principle  of  honor  be  cultivated  in  every  school 
and  at  every  fireside,  by  example  as  well  as  by  precept.  Let 
that  divine  plant  of  the  heart  be  nursed  by  love  and  confi- 
dence, parents  and  teachers  becoming  living  object-lessons 
in  this  regard,  and  there  will  be  no  need  for  the  adoption  of 
many  more  emulative  methods  of  discipline. 

No  man  can  be  considered  faithful  to  his  God  that  has  not 
learned  to  be  faithful  to  his  fellow  man. 

CONCLUSION. 

Instructions  and  suggestions  in  regard  to  discipline  may 
regulate,  systematize,  and  improve  the  disciplinary  efforts  of 
parents  and  teachers,  but  they  cannot  create  discipline.  It 
must  be  inborn. 

There  are  teachers  whose  first  entrance  into  the  school 
room  impresses  the  pupils  with  the  feeling  that  they  have 
found  a  leader,  whom  to  implicity  follow  would  be  to  their 
best  interests.  It  is  not  in  any  particular  thing  that  he  says 
or  does,  nor  in  a  specially  austere  or  stern  countenance  or 
haughty  bearing,  that  he  creates  that  impression;  but  it  is  in 
his  eye,  and  in  an  indescribable  something  which  the  pupils 


266  SCHOOL  AND  FIRESIDE. 

intuitively  recognize  and  which  says  to  their  inmost  souls: 
"Come,  follow  me."  This  kind  of  a  teacher  always  makes  a 
success  in  the  school  room,  even  where  others  before  him, 
of  greater  scholastic  attainments,  have  most  egregiously 
failed. 

This  phenomenon  can  also  be  observed  in  many  families. 
While  disorder  and  confusion  seem  to  prevail  in  some  homes, 
others,  far  less  favorably  situated,  perhaps,  enjoy  the  bless- 
ings of  peace,  order,  and  happiness,  because  the  beneficent 
influence  of  a  controlling  individuality  is  leading  the  way  in 
the  one,  and  the  lack  of  it  in  the  other  produces  the  opposite 
results. 

My  counsel  in  regard  to  this  subject  to  all  educators  in 
school  and  at  the  fireside  is:  Strive  to  be  yourself  that  which 
you  desire  your  children  or  pupils  to  be.  Discipline  must 
originate  within  yourself.  A  well  disciplined  mind  reveals 
itself  through  the  eye,  the  voice  and  the  whole  ensemble  of 
the  individual. 

Loud  vociferations  and  violent  gesticulations  only  betray 
the  mental  weakness  within,  although  they  are  often  mistaken 
for  energy  and  force. 

Speak  more  with  your  eyes  than  your  mouth,  tor  children 
as  well  as  adults  understand  a  great  deal  better  with  their 
eyes  than  with  their  ears. 

Discipline,  without  the  support  of  a  well  disciplined  mind, 
but  built  upon  all  kinds  of  disciplinary  contrivances,  is  but  a 
fragile  structure,  and  is  bound  to  give  way  under  any  heavy 
strain  just  when  its  support  would  be  the  most  needed. 


MODES  AND  METHODS  OF  INSTRUC- 
TIONS, 


ALL  instructions,  whether  formal  or  incidental,  in  school 
or  at  the  fireside,  ought  to  have  a  two-fold  aim,  viz:  to  assist 
in  the  moral,  intellectual,  and  spiritual  growth  of  the  individ- 
ual, and  to  contribute  a  proportionate  share  to  the  general 
good  of  humanity. 

Upon  these  two  great  aims  depend  not  only  the  nature  but 
also  the  very  form  of  these  instructions. 

It  is  generally  supposed  that  the  nature  and  form  of  in- 
structions in  school  are  matters  with  which  the  fireside  has 
no  immediate  concern.  This  erroneous  view  deprives,  in  too 
many  instances,  the  school  of  the  co-operation  of  its  most 
valuable  auxiliary,  and  leaves  the  home  without  a  clear  com- 
prehension of  the  mental  development  of  its  children. 

All  principles  underlying  the  operations  of  scholastic  edu- 
cation, as  for  instance,  regularity,  promptness,  order,  con- 
centration of  thought,  attention,  clear  perception,  applica- 
tion, obedience,  and  truthfulness,  are  those  that  alone  can 
make  domestic  education  successful. 


268  SCHOOL  AND  FIRESIDE. 

CHAPTER  I. 


MODES  OF  RECITATION. 


ANY  assemblage  of  people,  whether  adults  or  children,  in- 
telligent or  ignorant,  thrown  together  incidentally  or 
gathered  for  a  definite  purpose,  would  be  an  unwieldy,  in- 
coherent, and  irresponsible  body  if  some  kind  or  form  of 
procedure  were  not  agreed  upon  and  put  into  operation. 

This  fact  imperatively  demands  recognition  in  all  educa- 
tional affairs,  and  is  the  cause  of  the  adoption,  of  a  variety  ot 
forms,  modes,  and  methods,  by  which  the  various  aims  and 
purposes  of  education  are  sought  to  be  reached. 

PREPARATION. 

This  requirement  refers  not  only  to  students,  as  some  may 
suppose,  but  includes  teachers  as  well.  It  is  presumed,  of 
course,  that  every  teacher  has  mastered  the  subject-matter  of 
his  curriculum  long  before  he  has  entered  upon  the  duties  ol 
his  calling,  but  that  does  not  release  him  from  the  obligation 
of  a  thorough  preparation  in  regard  to  the  modes  of  its  proper 
treatment  before  the  respective  classes,  each  one  of  them 
existing  under  different  conditions  and  surrounded  by  differ- 
ent environments.  Only  careless  or  inexperienced  teachers 
imagine  that  they  can  get  along  without  special  preparation. 
With  increasing  experience,  teachers  grow  more  careful  in 
their  preparations  in  order  to  avoid  snags,  embarrasments, 
and  compromising  exposures. 

Efficient  teachers  are  getting  into  the  habit  of  gathering, 
beforehand,  material  for  illustration,  ot  discovering  new 
points  of  presentation,  and  of  arranging  notes,  diagrams,  etc., 


SCHOOL  AND  FIRESIDE.  269 

so  as  to  inspire  in  the  minds  of  their  pupils,  confidence  in  the 
mastership  of  their  teachers.  All  teachers  should  realize 
that  their  influence  over  their  pupils  is  in  exact  proportion 
to  the  impression  they  are  able  to  create  in  regard  to  their 
efficiency  in  their  calling. 

Want  of  sufficient  preparation  may  often  place  a  teacher 
in  unforeseen  embarrassing  situations  to  the  delight  of  the 
"smart  Alecks"  who  are  found  in  almost  every  class.  False 
pretentions  can  rarely  hide  the  lack  of  genuine  efficiency  and 
in  most  cases  prove  very  serious  boomerangs. 

Recitations  constitute  the  principal  features  of  school  work. 
Their  mode  of  procedure  should,  therefore,  be  so  thoroughly- 
understood  and  carefully  observed  by  teachers  and  pupils, 
that  they  may  be  compared  with  military  tactics  or  to  par- 
liamentary order  observed  in  debating,  judicial,  and  legisla- 
tive bodies. 

Preparation  on  the  part  of  the  pupils,  and  the  ways  of  con- 
trolling it,  have  been  the  subjects  of  much  controversy  among 
teachers. 

The  strongest  incentives  to  the  faithful  performance  of  any 
duty  are:  comprehension  of  its  rightfulness,  honor,  mutual 
confidence,  and  the  cultivation  of  the  proper  use  of  free- 
agency. 

It  has  frequently  been  my  custom  to  leave  with  the  class 
the  choice  of  the  amount  of  preparation  for  the  next  recita- 
tion. For  instance  in  arithmetic,  the  class  would  be  asked, 
how  many  examples  of  the  lesson  explained  they  could  work 
out  for  the  next  day.  Some  would  say  twelve,  some  six,  or 
some,  perhaps,  only  one.  The  least  number  proposed  would 
be  the  required  amount  of  preparation,  but  would  not  prevent 
any  one  from  doing  more,  if  any  should  so  choose.  But  the 
amount  voted  by  the  class  should  be  forthcoming  by  every 
student,  or  his  honor  would  be  forfeited;  he  is  then  placed 
under  special  supervision,  until  he  redeems  himself  by  con- 


2/0  SCHOOL  AND  FIRESIDE. 

duct  demonstrating  that  in  future  his  word  can  be  depended 
on. 

Very  touching-  incidents  illustrative  of  the  growing  appre- 
ciation of  the  value  of  honor  and  trustworthiness  could  be 
here  related  out  of  the  author's  experience. 

Parents  should  consider  the  welfare  of  their  children  by 
pondering  over  the  suggestions  contained  in  the  above  lines 
and  by  applying  those  principles  in  the  training  ot  their 
children.  In  so  doing  they  not  only  will  render  to  the  school 
a  much  needed  assistance,  but  will  also  elevate  their  own 
family  circle  to  a  higher  level. 

The  impression  in  the  minds  of  the  children  that  they  can 
have,  to  a  certain  extent,  a  choice  in  their  occupations,  plays, 
or  recreations,  provided  that  they  use  them  according  to  their 
promise,  and  that  a  failure  in  doing  so  would  bring  restric- 
tions upon  them,  will  act  as  an  incentive  to  right  doing. 
Mere  ordering  about,  scolding,  coaxing,  or  promises  of  re- 
ward are  lacking  the  elevating  tendency,  which  the  con- 
sciousness of  free  choice  with  a  corresponding  sense  of  re- 
sponsibility exercises. 

Figuratively  speaking,  the  length  of  the  rope  of  discretion- 
ary action  should  be  measured  out  to  children  in  proportion 
to  their  moral,  intellectual,  and  spiritual  capacities.  To  cul- 
tivate the  latter  to  the  highest  degree  of  development  is  the 
ultimate  aim  of  all  true  education. 

It  is  a  lamentable  fact,  however,  that,  as  far  as  domestic 
education  is  concerned,  only  two  extremes  seem  to  be  under- 
stood by  a  great  portion  of  the  people.  One  class  of  parents 
are  in  the  habit  of  enforcing  an  implicit  obedience  to  even 
arbitrary  commands  regardless  of  the  feelings,  capacities, 
and  real  interests  of  their  children.  Such  a  course  will  turn 
children  of  weak  will-power  into  characterless  individuals, 
helpless  when  thrown  upon  their  own  resources,  and  of  slavish 
and  cringing  subserviency  to  stronger  minds.  Children  of 


SCHOOL  AND  FIRESIDE.  271 

stronger  will-power  under  such  treatment  will  nurse  resent- 
ment instead  of  affectionate  gratitude  in  their  hearts,  may 
often  break  out  into  open  defiance,  and  finally  wind  up  with 
incurable  estrangement.  There  are  other  parents  who  suffer 
their  children  to  have  their  own  way  in  almost  everything. 
Restriction  and  firm  but  gentle  guidance  is  neglected  either 
through  weakness  or  through  mistaken  notions  in  regard  to 
free  agency.  This  miserable  mode  of  treating  children  is 
what  is  commonly  designated  by  the  term  of  spoiling  children. 
A  spoiled  child,  of  whatever  disposition  or  capacity,  scarcely 
ever  amounts  to  much  in  practical  life  while  many  of  them 
fall  victims  to  unrestrained  evil  inclinations  and  temptations. 
Misspent  lives,  poverty,  misery,  disgrace,  jails,  and  the 
gallows,  are  too  frequently  the  harvest  of  such  faulty  sow- 
ing. 

STANDING  ORDER  OF  PROCEDURE  IN  CLASS  WORK. 

Regularity  and  precision  is  the  first  requisite  for  successful 
class  work.  Every  pupil  ought  to  be  able  to  gauge  his  time 
and  work  during  recitation  as  well  as  during  study,  by  the 
clock,  knowing  that  the  change  of  classes  will  occur  with  the 
minute  according  to  the  daily  program,  and  be  ready  with 
books  and  utensils  at  the  given  signal.  Any  drill  exercises 
at  the  beginning  of  the  term  or  of  the  school  year  to  establish 
such  a  precision  is  just  so  much  time  gained  for  the  whole 
school  and  so  much  confusion  and  noise  prevented. 

Aware  of  the  fact  that  all  bustle  and  disorder  have  a  ten- 
dency to  confuse  the  mind,  many  teachers  are  adopting  a 
marching  order,  often  directed  by  a  musical  accompaniment, 
for  the  students  going  to  and  coming  from  their  recitations, 
which  procedure  is  much  to  be  commended,  especially  in  the 
lower  grades  of  scholastic  life.  This  mode  disciplines  the 
pupils  in  the  observance  of  order,  from  which,  in  later  life, 
they  will  not  be  able  to  deviate. 


2/2  SCHOOL  AND  FIRESIDE. 

Where  no  special  recitation  rooms,  or  reserved  seats  in  the 
class  room  are  at  the  teacher's  command,  he  should  arrange 
his  recitations  so  as  to  at  least  avoid  the  mixing  of  classes, 
that  is  to  say,  that  none  but  members  of  the  reciting  class 
should  sit  or  stand  together. 

Especially  in  the  higher  and  intermediate  grades,  the  rule 
should  hold  good,  that  whatever  can  be  done  by  students 
should  never  be  done  by  the  teacher,  unless  it  be  done  by 
way  of  illustration.  Hence  the  monitorial  system,  already 
spoken  of,  finds,  in  the  application  of  this  rule,  a  wide  scope 
of  usefulness. 

The  various  orders  of  procedure  for  the  different  kinds  of 
recitations  should  be  fully  understood  by  every  pupil,  and 
carefully  maintained  by  the  teacher.  This  principle  culti- 
vates consistency  in  the  pupils  and  assists  them  in  learning 
to  do  things  systematically. 

The  order  of  recitations  generally  consists  in:  I.  Rollcall; 
2,  Report  of  preparation;  3,  Review  of  preceding  lesson;  4, 
New  subject;  5,  Giving  preparation  for  next  recitation  and 
class  record. 

Rollcall. 

Whether  this  part  of  the  recitation  is  done  by  the  teacher 
himself  or  by  a  class  senior,  its  record  must  be  reliable,  as  an 
unreliable  record  is  like  an  unreliable  account  in  book-keep- 
ing, worse  than  none  at  all;  it  is  misleading.  The  record 
should  indicate  not  only  the  full  list  of  names  of  the  members 
of  the  class,  date  of  entrance,  transfer,  or  discontinuance,  but 
also  regularity  of  attendance  and  class  standing,  thus  consti- 
tuting a  complete  record  of  reference. 

Teachers  of  large  classes  are  often  under  the  necessity,  in 
order  to  save  time,  of  resorting  to  various  contrivances  in  the 
matter  of  rollcall.  Some  call  the  roll  by  numbers  instead  of 
by  names,  while  others  divide  their  classes  into  sections  to 


SCHOOL  AND  FIRESIDE.  273 

be  reported  by  seniors,  and  others  again  take  their  notes 
from  rising  votes.  The  choice  from  among  these  various 
forms  of  procedure  rests  with  the  individual  teacher  in  small 
schools,  but  in  schools  of  the  graded  system  with  several 
teachers,  the  matter  ought  to  be  harmoniously  conducted 
according  to  the  decision  of  the  principal  and  faculty. 

The  modes  of  conducting  reviews  of  preceding  lessons 
depend  upon  a  variety  of  conditions,  and  care  should  be  taken 
that  the  very  appearance  of  partiality  or  arbitrariness  be 
avoided  by  the  teacher.  The  names  of  students  may  be 
placed  in  a  box  to  be  drawn  by  the  teacher  or  senior,  or  the 
hand  method  may  be  adopted.  The  modes  of  answering  in 
concert  or  in  a  promiscuous  way,  however,  are  the  least  sat- 
isfactory of  all.  There  is  no  mode  or  method  in  any  kind  of 
catechization  that  would  cover  the  ground  in  all  cases. 

Preparations  in  writing  are  the  best  evidences  of  the  work 
required  having  been  done  completely,  and  their  inspection 
need  not  consume  much  time,  if  proper  disciplinary  arrange- 
ments in  regard  to  it  have  been  made. 

The  rule,  that  there  should  be  a  place  and  time  for  every- 
thing, is  an  embodiment  of  the  principle  of  systematizing, 
and  is  applicable  to  domestic  education  as  well.  Every  child 
will  owe  an  everlasting  debt  of  gratitude  to  his  parents  who 
have  trained  him  in  the  attainment  of  the  incalculable  advan- 
tages of  such  a  systematic  education.  The  exercise  of  self- 
denial,  perseverance,  and  good  judgment,  together  with  an 
unfaltering  faith  in  divine  support  in  this  course  will  be  re- 
paid a  thousand-fold  by  the  happiness  which  well-trained  and 
rightly  developed  children  bring  to  their  parents'  hearts,  and 
by  the  honor  to  their  father's  name. 

RULES  OF  CATECHIZATION. 

The  difference  between  an  amateur  and  a  professional 
teacher  is  in  no  instance  more  apparent  than  in  the  mode  of 


274  SCHOOL  AND  FIRESIDE. 

catechization,    or    the    process  of  conducting  questions    and 
answers. 

As  this  mode  of  teaching  constitutes,  especially  in  the 
lower  and  intermediate  grades,  a  great  and  important  part  of 
instruction,  a  consideration  of  its  leadi-ng  features  the  more 
deserves  a  place  in  this  treatise,  and  parents  also  may  derive 
from  the  adoption  of  some  of  these  rules,  much  benefit  in  the 
training  ot  their  children. 

The  most  prominent  rules  of  catechization  may  be  classi- 
fied under  the  heads  of:  Spirit,  Subject-matter,  and  Form. 

In  Regard  to  Spirit. 

1.  Be  Even  Tempered.     Any  interrogatory  exercise  con- 
ducted in  an  angry,  irritable,  or  threatening  spirit,  shown  by 
looks,  gestures,  voice,    or   words,  has   a  tendency  to  confuse 
or  frighten  the  minds  of  the   pupils  and   to  place  them   at  a 
disadvantage,  by  disconcerting  them  in  their  thoughts  and 
feelings.     Much   wrong  is  olten  done  to  children  in   school 
and  at   home    by   such    injudicious    proceedings.      Confused 
answers,     unpremediated    lies,    or     unconquerable     silence; 
taken  either  for  ignorance,  wickedness,   or  willful  stubborn- 
ness, are  the  results  of  mere  fright.      By  exhibiting  a  better 
temper,  teachers  or  parents  might  arrive  at  far  more  satisfac- 
tory results. 

2.  Be  Impartial.      The  impartial  distribution  of  questions 
among  the  pupils,  so  that  none   of  them   are  called  upon  to 
answer  a  number  of  questions  as  long  as  there  are  others  that 
have  no  attention  paid  to  them,  is  one  of  the  most  effective 
incentives  to  attention,  emulation,  and  application. 

There  are  teachers  that  have  favorites  among  the  pupils, 
for  whose  sake  they  often  make  unjust  discrimination  to  the 
neglect  of  others,  either  for  the  purpose  of  gaining  favor  with 
parents  of  prominent  social  standing,  or  of  training  them  for 
public  exhibitions,  as  circus  riders  train  parade  horses.  Such 


SCHOOL  AND  FIRESIDE.  275 

a  course  is  almost  criminal   and   should   meet  severe  censure 
whenever  noticed. 

Discrimination  in  this  respect  between  children  in  the  fam- 
ily circle,  giving  the  encouraging  smile  to  one,  and  the  cold 
tone  of  indifference  to  another,  is  so  heartless  that  it  is  to  be 
hoped,  some  recording  angel  will  take  note  of  it,  to  be 
brought  forth  in  the  day  "when  the  books  shall  be  opened." 

3-  Be  Patient.  Many  teachers  and  parents  are  forgetful 
of  the  fact  that  the  mental  faculties  of  children  do  not  operate 
with  as  much  quickness  and  precision  as  those  of  maturer 
persons.  Any  show  of  impatience  on  the  part  of  educators, 
therefore,  increases  the  nervousness  of  the  children,  making 
the  giving  of  a  correct  answer  still  more  difficult.  By  chang- 
ing the  wording  of  the  question,  or  presenting  the  idea  from 
a  point  more  familiar  to  the  child,  the  answer  might  be  ob- 
tained more  readily.  The  fable  of  the  man  intercepting  with 
his  finger  the  march  of  ants  across  his  table  and  forcing  them 
by  this  procedure  to  get  at  a  lump  of  sugar  placed  at  a  con- 
venient distance,  may  illustrate  the  principle  involved  under 
this  heading. 

4.  Be  considerate  of  the  feelings  of  the  children.      Only 
such  teachers  and  parents  can   be  considered  educators  who 
are  capable  of  descending,  so  to  speak,  into  the  realm  of  child- 
life,  and  of  feeling   the  pulsations   of   the  young  hearts.      A 
haughty  and  pompus  style  of  interrogation  produces  estrange- 
ment, is  often  ridiculous,  and  mostly   an    evidence   of  super- 
ficiality.     A  sarcastic   style   of  questioning,  often   mistaken 
for  ingenuity,  causes  resentment  in  the  hearts  of  pupils,  and 
often  inflicts  wounds  deeper  than  was  intended.      In  the  lat- 
ter cases  justice  may  sometimes  demand  even   a  humiliating 
apology. 

In  Regard  to  Subject  Matter. 

5.  Pitt  only  legitimate  and  appropriate  questions.      Text- 


276  SCHOOL  AND  FIRESIDE. 

books  are  generally  very  careful  as  regards  the  language  and 
and  the  choice  of  subject-matter  for  their  respective  grades. 
This  course  should  furnish  teachers  and  parents  a  key  to  the 
kind  of  interrogatories  that  they  should  use  in  their  inter- 
course with  children.  If  the  style  of  language  adopted  or 
the  subject  presented  be  above  the  comprehension  of  the 
pupils,  it  is  noc  only  a  sign  of  bad  judgment  and  ludicrous 
vanity  on  the  part  of  the  teacher,  but  also  a  useless  and 
perplexing  waste  of  time  and  effort  in  regard  to  the 
pupils. 

Questions,  on  the  other  hand,  that  arc  in  language  or  sub- 
ject-matter below  the  mental  standard  of  the  pupils,  are  in- 
sipid and  vapid,  and  may  even  be  insulting  to  their  intelli- 
gence. The  introduction  of  ideas  foreign  to  the  subject  under 
consideration,  or  for  the  comprehension  of  which  the  minds 
of  the  pupils  have  not  been  sufficiently  prepared,  causes  con- 
fusion, weakens  the  power  of  concentrativeness,  and  engen- 
ders superficiality.  Besides  these  evil  effects,  such  an  arbitrary 
and  incoherent  course  destroys  confidence  in  both  teacher 
and  lesson. 

6.  Ask  reflective  rather  than  mere  memorative  questions. 
All  questions  with  their  answers  are  either  memorative  or 
reflective.      The  former  call  only  memory  or  recollection  in- 
to  activity,  which   faculties   require  the  least  mental   effort 
and  are,  therefore,  inferior  in  value  to  the  higher  qualities  of 
the  mind,  as  for  instance,  observation,  judgment,  and  reason. 
In  some   studies,  such  as  geography,  history,  etc.,  memora- 
tive questions  may  occupy  a  prominent  but  by  no  means  an 
excluse  part  in  catechization.     Careful  teachers  always  en- 
deavor to  reduce  mere  memorative  questions  to   the  lowest 
possible  minimum,  in  as  much  as  reflective  questions  will  call 
the  higher  mental  qualities  of  the  pupils  into  requisition. 

7.  Be  thorough.     The  old  saying,  that  a  little  knowledge 
is  a  dangerous  thing,  indicates  the  danger-line,  separating 


SCHOOL  AND  FIRESIDE.  277 

solid  knowledge  from  superficiality.  What  is  worth  learning 
or  doing,  is  worth  learning  or  doing  well. 

After  having  presented  the  subject  in  question  in  a  suffici- 
ently clear  and  thorough  manner,  teachers  should  review  the 
subject  by  a  series  of  well-prepared  questions,  covering  either 
the  entire  ground,  or  consisting  ot  such  tests  as  would 
evidence  a  careful  comprehension  of  the  subject.  Every 
experienced  teacher  and  conscientious  parent  encourages  the 
asking  of  legitimate  questions,  that  is,  such  as  have  a  bear- 
ing on  the  subject  under  consideration.  Such  a  question  on 
the  part  of  children  is  equal  to  a  great  many  good  answers, 
as  it  gives  evidence  of  self-activity. 

To  confine  himself  to  the  set  of  questions  given  in  .some 
text-books  would  be  a  "testimonium  paupertatis,"  (evidence 
of  mental  poverty)  on  the  part  of  any  teacher.  Such  ques- 
tions should  only  show  how  but  not  what  to  ask.  But  even 
some  text-book  questions  should  not,  by  any  means,  be  taken 
as  patterns. 

In  Regard  to  Form. 

8.  Let  every  question  and  every  answer  be  a  complete  sen- 
tence.     As  far  as  teachers  and  parents  are  concerned,  this  in- 
junction is  made  for  the  sake  of  making  them  set  a  good  ex- 
ample.    Children    and    pupils,   however,    are   habituated,  by 
this  course,    in    expressing   themselves    in    a   comprehensive 
manner,  in  arranging   their  ideas   in   proper   order,  in   using 
correct  language,  and  in  showing  good  manners. 

This  mode  of  expression  should  be  insisted  upon  not  only 
in  regular  lessons  but  also  in  common  conversation. 

9.  Use  as  much  as  possible  simple  or  very  short  complex 
questions,  and  avoid  compound  sentences  in  questioning.     En- 
courage,   however,    children  to    ansiver  in  any  grammatical 
form  they  can. 

The  form  of  questions  should  always   be  pointed,  concise, 


278  SCHOOL  AND  FIRESIDE. 

and  clear,  bringing  the  hammer  on  the  nail  as  it  were,  so  that 
the  minds  of  the  children  be  not  confused  by  the  introduc- 
tion ot  minor  points,  phrases,  or  clauses.  The  rule  of  "one 
point  at  a  time"  strengthens  concentrativeness,  observation, 
and  self-confidence  in  the  young  minds,  while  a  "too  much" 
confuses,  discourages,  and  acts  upon  a  student  like  a  too 
heavy  burden  upon  a  camel.  The  animal  refuses  to  rise  when 
over-loaded. 

Children  should  be  encouraged  to  answer  in  their  own 
language  in  preference  to  giving  answers  learned  from  a  book. 
Such  answers  may  not  be  as  concise  or  logical,  but  they 
evidence  original  reflections  of  great  value,  while  "book  an- 
swers" could  be  learned  even  by  parrots  and  magpies. 

10.  Ask  no  direct   questions  except  for  disciplinary  pur- 
poses. 

Every  proposition  must  have  at  least  one  subject  and 
one  predicate.  Every  proposition  can  be  put  into  an  inter- 
rogative form,  Either  the  subject  or  the  predicate,  or  the 
object,  if  there  is  one,  can  be  made  the  point  for  the  answer. 
A  direct  question  has  all  these  parts  already,  and  leaves  to 
the  pupil  only  the  choice  between  "yes"  and  "no,"  which,  in 
most  cases,  will  be  given  by  guess.  Guessing  is  neither 
thinking  nor  knowing.  Illustration:  Instead  of  asking  "Did 
Christopher  Columbus  discover  America?"  Better  ask:  "Who 
discovered  America?"  or  -'What  do  you  know  of  Christopher 
Columbus?" 

Even  some  professedly  educational  text-books  violate  this 
simple  rule. 

11.  Be  consecutive.     Object-lessons  ought  to    be  the  pro- 
totype of  all  catechetical  exercises.      In  these  object-lessons, 
the  next  question  is  generally   deducted  from  some  point  in 
the  last  given  answer,  with  a  view  of  preparing  the  way  for 
the  next  question,  and  so  on,  until  the  end  of  the  paragraph, 
the  declarative  sentences  of  which   have   merely   been  trans- 


SCHOOL  AND  FIRESIDE.  279 

posed  into  the  interrogative  form  of  questions  and  answers. 
By  this  process  pupils  will  be  trained  in  the  habit  of  think- 
ing consecutively,  or  of  following  a  certain  line  of  thought, 
instead  of  rambling  around  and  among  a  variety  of  ideas 
without  cohesion  or  logical  connection. 

12.  Repeat  no  answers  nor  use  expletives.      Habit    is  like 
certain  elements  of  nature.      It  is  a  benefit  when  used  in  the 
right  direction,  but    may   prove  ot  great  disadvantage  in  the 
wrong  place.      The  latter  point  is  exemplified  in  the  present 
instance. 

As  soon  as  a  teacher  contracts  the  pernicious  habit  of  re- 
peating the  answers  of  his  students  or  of  using  some  kind  of 
expletives,  as  "just  so,"  "right,"  "correct,"  "good,"  or  some 
other  meaningless  grunt  or  snort,  nothing  short  of  some  yet 
to  be  invented  kind  ot  "Keeley  cure"  can  break  him  of  it. 

Not  only  is  this  absurd  habit  without  use  and  meaning, 
but  it  is  reprehensible  on  disciplinary  grounds,  inasmuch  as 
it  dispenses  with  the  necessity  of  the  students  paying  close 
attention  to  the  answers  given  by  their  fellow-students.  The 
teacher  is  representing  them  anyway,  at  least  in  substance, 
and  the  next  question  will,  therefore,  be  understood.  To 
such  habits  many  teachers  are  often  indebted  for  not  very 
flattering  nick-names  given  them  by  their  pupils. 

13.  Be  natural.     Affectation  of  any  kind  is  a  near  relative 
to   hypocrisy,  and  proves  to  an  educator,  whether   in  school 
or  at  the  fireside,  a  slippery  path   to  walk   in.      It   does  not 
stand  the  wash,  nor  the  wear  and  tear   of  work  and  continu- 
ous contact.      Let  every  teacher  try  to  be  genuine,  himself, 
his  better-self,  striving  to  approach  nearer  and  nearer  to  his 
ideal.      Every  teacher  must  have  an  ideal  it  he  wants  to  be  a 
true  educator.     Genuine   in   bearing,   voice,   language,  gest- 
ures, manners,  noble  and  pure  in  principle;  and  having  con- 
stantly before  him  the  fear  of  the  Lord,   which  is  the  begin- 
ning of  wisdom. 


280  SCHOOL  AND  FIRESIDE. 

14.  Be  correct  in  grammar,  pronunciation^  and  enunciation. 
Although  it  is  not  necessary  that  every  teacher  should  be  a 
rhetorician  or  elocutionist,  it  is   essential    that  he  should  set 
an  example  in  his  grammar,  pronunciation,  and  enunciation. 
As  ignorance  or  carelessness  in  regard  to  the  first  two,  coarse- 
ness, feebleness,  or  impediment  in  the  last  will  detract  from 
his  influence,  lessen  his  authority,  and  cause  the  same  faults 
to  grow  up  among  his   pupils,   and   may   often  tend  to  shape 
the  habits,  in  this  respect,  of  a  whole  community. 

In  all  doubtful  cases,  careful  and  constant  consultation  of 
dictionaries,  grammars,  and  works  on  elocution,  are  essential 
requisites  to  the  attainment  of  these  ends. 

Answers  with  faulty  grammar,  pronunciation,  and  enunci- 
ation should  be  repeated  by  the  students  as  corrected. 

15.  Avoid  mannerisms.     Every  educator,  whether  in  the 
school  or  at   the   fireside,    ought   to   be   extremely    watchful 
over  himself,  that  no  peculiar  words,   phrases,  exclamations, 
gestures,    or   facial   expressions,   insignificant   and  harmless, 
perhaps,    in    themselves   at   first,   may  become    by   frequent 
repetition    habitual    and    stereotyped.      Children  and  young 
people  generally  are  very  apt   to   observe   such   peculiarities 
and  mimic  them  in  an  extravagant   manner  to  the  delight  of 
their  fellows  but  to  the  detriment  of  their  teacher. 

Most  of  us  can  recall  from  among  the  reminiscences  of  our 
school  or  college  days,  or  our  everyday  life,  such  ludicrous 
mannerisms  of  teachers,  professors,  and  other  people,  impres- 
sions that  seem  to  stick  to  the  memory  with  greater  tenac- 
ity than  many  other  and  more  excellent  points  of  those 
worthies. 

The  worst  species,  however,  of  mannerism  is  the  imitative 
one.  This  kind  can  not  even  claim  the  prestige  of  origin- 
ality, nor  the  excuse  of  unconscious  or  ungovernable  habit, 
it  is  affectation  pure  and  simple.  Some  superficial  mind,  for 
instance,  has  noticed  a  certain  striking  peculiarity  in  a  sue- 


SCHOOL  AND  FIRESIDE.  281 

cessful  educator,  and  thinking  that  the  adoption  of  that  habit 
will  assist  him  in  achieving  similiar  success,  imitates  it.  But 
what  might  have  been  quite  natural  and  even  dignified  in 
the  original,  may  prove  disastrously  ridiculous  or  disgusting 
in  the  imitator.  A  German  proverb  causticly  expresses  this 
point  in  these  words: 

"Wie  er  sich  raeuspert  und  wie  er  spuckt, 
Das  hat  er  ihm  gluecklich  abegeguckt." 

Freely  translated  into  English  it  might  run  about  thus: 

How  he  clears  his  throat  and  how  he  spits, 
He  imitates,  no  matter  how  it  fits. 

SPECIAL  METHODS    OF  RECITATION. 

Aside  from  the  principal  rules  of  catechization  named 
above,  there  is  a  wide  latitude  given  for  the  individuality  of 
the  teacher,  the  capacities  of  the  pupils,  and  the  environments 
of  the  school  in  general.  These  various  considerations  cause 
the  adoption  of  a  variety  of  minor  points  in  the  intercourse 
with  pupils,  subject  to  modifications  as  time  and  change  of 
conditions  may  require. 

It  will  not  be  out  of  place  to  repeat  here  the  caution,  that 
teachers  must  guard  themselves  against  superficial  experi- 
mentalism  on  the  one  hand,  and  stereotyped  pedantry  on  the 
other.  The  old  Romans  had  a  verse  illustrating  this  caution 
very  appropriately: 

"Incidit  in  Scyllam,  qui  vult  vitare  Charybdim." 

(He  into  the  Scylla  falls  who  would  avoid  the  Charyb- 

dis.) 

or  as  an  English  proverb  has  it: 

'•Out  of  the  frying  pan  into  the  fire.1' 

Even  domestic  education  can  not  afford  to  remain  unmind- 
ful of  these  suggestions  regarding  the  modes  and  methods  of 


282  SCHOOL  AND  FIRESIDE. 

catechization,  inasmuch  as  all  of  them  are  applicable  more  or 
less  to  the  training  of  children  in  the  family  circle.  Parents 
will  realize  from  their  adoption  beneficial  results  which  could 
not  be  obtained  by  any  other  means. 


CHAPTER  II. 


SPECIAL  ASSOCIATIONS  AND  CLUBS. 


THE  organization  of  associations  and  clubs  for  young  peo- 
ple should  be  encouraged  under  proper  restrictions  and 
judicious  supervision.  There  are  two  strong  reasons  sup- 
porting this  proposition. 

The  first  one  is,  that  man  is  gregarious  in  his  nature  and 
needs  the  stimulus  of  association  for  the  development  of  his 
mental  and  moral  faculties.  The  leading  idea  underlying 
Jean  Jacques  Rousseau's  "Emil,"  is  therefore  an  unpsycho- 
logical  extravaganza. 

People  living  tor  some  length  of  time  in  isolated  places 
without  an  opportunity  of  mingling  with  neighbors  or  of 
occasionally  joining  in  public  assemblies,  are  apt  to  grow 
narrow  in  their  ideas,  selfish  in  their  feelings,  and  morose  in 
their  dispositions.  But  as  the  tendency  of  the  human  mind 
for  intercourse  with  others  can  never  be  entirely  stifled,  it 
breaks  out  occasionally  in  riotous  hilariousness  or  wild  dissi- 
pation, to  relapse  again  into  its  misanthropic  monotony. 
There  was  a  tempest,  it  blew  over,  but  left  no  blessing  be- 
hind, as  the  gentle  dew  or  rain  and  sunshine  would  do. 

The  sturdy  backwoodsmen,  mountaineers,  and  pioneers  ot 
frontier  life,  may  deserve  all  the  encomiums  bestowed  upon 


SCHOOL  AND  FIRESIDE.  283 

them  in  books,  but  their  children,  if  not  early  rescued  from 
such  isolation,  are  to  be  pitied  indeed.  They  are  destined 
to  inherit  all  the  faults  but  only  a  few  of  the  virtues  of  their 
progenitors. 

The  other  reason  for  the  advocacy  of  associations  for  young 
people  is  the  cultivation  of  the  principle  of  self-effort,  which 
finds  in  such  societies  its  widest  scope. 

The  satisfaction  which  adults  and  children  alike  feel  in  the 
results  achieved  by  their  own  efforts,  is  one  of  the  strongest 
incentives  to  progress.  Opportunities  for  realizing  this  sen- 
sation should  be  provided  for  the  youth  in  scholastic  and 
domestic  education  whenever  circumstances  will  permit. 

Tutelage,  when  carried  too  far,  may  often  prove  an  ob- 
structive rather  than  a  progressive  agent  in  education,  and 
should  receive  such  modifications  as  the  growing  intellectual 
and  moral  capacities,  and  increasing  necessities  of  the  rising 
generation  demand.  Tutelage  thus  gradually  assumes  an 
advisory  character,  lengthening  the  rope  as  it  were,  until  the 
character  of  the  charge  has  become  established  and  is  capa- 
ble of  entering  upon  the  stage  of  self-activity  with  its  corres- 
ponding responsibility. 

One  of  the  means  for  obtaining  this  desirable  object  is  the 
establishment  of  associations  for  intellectual,  scientific,  liter- 
ary, artistic,  technical,  and  recreative  purposes. 

Such  organizations,  however,  should  be  formed  only  with 
the  sanction  and  advice,  and  under  the  general  supervision  of 
either  ecclesiastic,  scholastic,  or  domestic  authorities.  Other- 
wise there  would  be  no  guarantee  that  the  impetuosity,  in- 
experience, and  impulsiveness  of  youth,  may  not  open  the 
door  to  "by  and  forbidden  paths. " 

DEBATING    SOCIETIES. 

The  advocates  of  such  societies  claim  for  them  the  advan- 
tage of  a  thorough  training  in  parliamentary  usage,  an  ac- 


284  SCHOOL  AND  FIRESIDE. 

quaintance  with  which  is  essential  for  every  citizen  in  a  re- 
publican country  like  ours. 

Without  entering  upon  a  lengthy  discussion  of  this  propo- 
sition, the  author  here  enters  his  dissent  from  and  protest 
against  the  whole  principle  of  debating  and  debating  soci- 
eties, on  the  ground  that  all  debating  engenders  the  spirit 
of  sophistry,  and  thereby  blunts  the  love  and  regard  for 
truth. 

The  contestants  in  these  debating  societies  are  generally 
arrayed  on  the  affirmative  and  the  negative  side  of  the  ques- 
tion, regardless  of  their  own  sentiment  on  the  subject,  but 
are  expected  to  use  all  the  logic,  evidence,  and  eloquence  at 
their  command  to  gain  the  victory  for  their  side. 

Such  contests  do  not  at  all  determine  on  which  side  the 
truth  or  the  right  is,  but  only  which  side  has  the  smartest 
debaters.  It  is,  therefore,  a  mere  mental  prizefight, 
differing  from  the  ring  only  in  the  kind  of  weapons  em- 
ployed. 

The  technical  ability  for  discussion  gained  by  such  train- 
ing is  too  dearly  paid  for  with  the  loss  of  that  stern  and  un- 
compromising regard  for  truth  and  integrity  that  should 
characterize  every  American  citizen,  and  above  all  a  Latter- 
day  Saint. 

True  education  lifts  up  its  voice  of  warning  against  this 
growing  eyil,  and  puts  forth  its  efforts  to  rectify  it.  School 
and  fireside,  these  important  safeguards  of  the  free  institu- 
tions ol  our  country  and  the  purity  of  our  people,  must  unite 
in  this  mission  to  bring  about  a  reform. 

The  acquaintance  with  all  the  essential  points,  in  parlia- 
mentary usage  can  be  obtained  by  attendance  at  a  few  regu- 
larly conducted  public  meetings,  where  the  realities,  interests, 
and  responsibilities  of  citizenship  are  better  educators  than 
the  sham  battles  of  debating  societies. 


SCHOOL  AND  FIRESIDE.  285 

POLYSOPHICAL    OR   STUDENTS'    SOCIETIES. 

The  Church  schools  among  the  Latter-day  Saints  have 
recognized  from  their  commencement  the  tendency  of  special 
organization  toward  self-effort  among  the  students.  Some 
have  organized,  therefore,  such  societies,  under  various 
names,  but  conducted  according  to  the  same  principles  and 
in  general,  the  same  plan. 

The  students  choose  their  own  officers,  with  the  exception 
of  the  presiding  officer,  who  receives  his  appointment  from 
the  faculty,  and  is  accepted  by  the  vote  of  the  members  ot 
the  society,  The  sessions  of  these  societies  are  opened  and 
closed  by  prayer.  Questions  and  their  answers  are  of  scien- 
tific, literary,  theological,  or  general  interest;  lectures, 
essays,  recitations,  musical  performances,  with  explanatory 
discussions,  strictly  excluding  all  debating,  constitute  the 
programs.  There  is  order,  peace,  good  fellowship,  and  sub- 
stantial progress  in  lieu  of  the  threshing  of  empty  straw  in 
debating  societies. 

CLUBS   FOR    RECREATION. 

"All  work  and  no  play  makes  Jack  a  dull  boy,"  is  an  old 
but  true  saying.  Play  and  recreation  are  more  than  mere 
diversions,  they  are  recuperative  requisites  in  the  process  of 
physical,  intellectual,  and  moral  development  of  man.  Hence 
clubs  for  baseball,  or  for  other  kinds  of  healthy  and  invigora- 
ting sports  among  young  people,  ought  not  to  be  objected 
to,  as  long  as  indulgence  in  them  does  not  interfere  with 
regular  duties,  and  the  entrance  of  obnoxious  elements  is 
sufficiently  guarded  against. 

The  excesses  to  which  some  of  these  sports  are  carried  at 
some  universities,  colleges,  and  high  schools,  are  most  repre- 
hensible on  account  of  their  demoralizing  tendencies;  and 
the  faculties  of  these  institutions,  assisted  by  the  sentiments 


286  SCHOOL  AND  FIRESIDE. 

of  the  enlightened  public  at  large,  should  unite  in  re- 
placing these  vulgarities  by  more  refining  and  elevating 
sports. 

The  so-called  "college  yells"  are  exhibitions  of  coarseness 
unworthy  of  educational  institutions,  and  the  authorities  in 
our  Church  school  organizations  discountenance  them  most 
emphatically. 

SECRET  SOCIETIES. 

As  such  societies  by  their  very  name  indicate  that  they 
shun  the  light  of  day,  either  on  account  of  the  object  to  be 
attained  or  of  the  modus  operandi  by  which  they  carry  on 
their  work,  the  educational  system  of  the  Latter-day  Saints 
regards  them  as  dangerous  in  any  form.  No  true  Latter-day 
Saint,  whether  parent,  teacher,  student,  or  citizen,  can  coun- 
tenance or  join  any  of  them  without  acting  inconsistently 
with  his  religious  principles. 


CHAPTER  III. 


TEXT  AND  REFERENCE  BOOKS. 


STUDENTS'  PROPERTY. 

THE  more  efficient  a  workman  is  in  his  profession,  the 
more  care  does  he  take  of  his  tools.  This  rule  holds  good 
with  teachers  and  students  in  school,  and  parents  and 
children  at  home.  Teachers  and  parents  will  be  richly 
recompensated,  right  from  the  start,  for  all  the  pains  they 
take  in  training  the  youth  to  habits  ot  order  and  cleanli- 
ness. The  training,  if  effectual,  must  commence,  how- 


SCHOOL  AND  FIRESIDE.  287 

ever,  with  the  educator  himself.  A  teacher's  desk  in  dis- 
order is  a  general  permit  for  all  the  pupils  to  be  disorderly 
likewise. 

So,  a  disorderly  home  may  be  easily  recognized  by  the 
slovenly  appearance  of  certain  children,  day  after  day,  as 
they  enter  the  school  room. 

But  it  is  not  only  the  appearance  but  also  the  use  of  text 
and  reference  books  that  is  a  matter  of  great  importance  in 
school..  Here  also  it  is  the  teacher  that  has  to  lead  out  and 
set  the  proper  example.  It  is  a  poor  teacher  that  is  always 
seen  before  the  class  with  a  text  book  in  his  hand,  asking 
questions  from  it,  and  following  it  line  by  line.  Such  a  course 
impresses  the  pupil  with  the  idea  that  a  text-book  is  an  in- 
fallible authority,  and  that  what  is  not  said  therein  on  the 
respective  subject  is  not  worth  knowing:  like  that  ancient 
caliph  who  ordered  all  the  books  of  the  celebrated  library  of 
Alexandria  to  be  burned;  for,  said  he,  if  things  are  written  in 
them  that  are  not  in  the  Koran,  they  are  worthless,  and  if 
they  contain  only  what  is  in  the  Koran,  they  are  superfluous. 
Teachers  ought  to  show  that  they  know  and  understand  the 
subject- matter  of  the  lesson,  aside  from  the  text-book,  and 
from  this  example  the  pupils  will  likewise  learn  to  think  in- 
dependently. 

SCHOOL    PROPERTY. 

The  principle  that  any  one  careless  with  his  own,  ought 
never  be  trusted  with  things  belonging  to  others,  finds  an 
illustration  in  almost  every  school.  If  a  desk  has  been  de- 
spoiled by  whittling,  carving,  or  scribbling,  if  walls  are  de- 
faced by  writing  or  drawing,  if  grounds  are  ruined  by  the 
destruction  of  trees,  shrubs,  or  ornaments,  the.  offenders  can 
be  found  in  nine  cases  out  of  ten  from  among  the  pupils  no- 
toriously careless  with  their  own  things. 

It  becomes  an  urgent  duty   with  every  parent  and  teacher 


288  SCHOOL  AND  FIRESIDE. 

to  try  and  reform  such  refractory  children  by  every  means  in 
their  power,  as  otherwise  such  children  may  grow  up  unfit 
for  any  public  trust. 


CHAPTER  IV. 


NOTE  BOOKS  AND  JOURNALS. 


THE  principle  involved  in  the  keeping  of  note  books  and 
journals  is  overlooked  by  a  great  many  teachers,  parents,  and 
the  general  public. 

It  is  not  only  a  question  of  order  and  cleanliness  which 
confronts  us  in  this  connection,  but  that  of  conscientiousness 
and  reliability,  inasmuch  as  these  two  virtues  depend  largely 
for  their  development  and  cultivation  upon  the  manner  of 
keeping  these  papers. 

Both  are  records,  the  note  book,  of  school  work,  the  journal 
mostly  of  individual  incidents  and  reflections.  The  former 
is  an  indispensable  requisite  of  school  work,  and  should  be 
kept  according  to  instructions  and  subject  to  inspection  by 
the  teacher;  the  latter  is  a  voluntary  work  and  should  be  con- 
sidered sacred  to  the  owner,  except  in  very  exceptional  cases. 
Even  parents  should  not,  without  urgent  reasons,  intrude 
upon  the  sanctity  of  the  records  belonging  to  their  children. 
Any  child,  sufficiently  advanced,  should  be  taught  to  keep  a 
journal.  These  journals,  if  conscientious  and  consecutive, 
are  not  only  valuable  memoranda  for  private  reference,  but 
they  may  constitute  important  contributions  to  the  family 
record  in  after  years;  they  are  intellectual  and  moral  bar- 
ometers. 


SCHOOL  AND  FIRESIDE. 


289 


Note  books  are  to  the  pupil  what  day  books  are  to  the 
man  of  business;  and  many  a  pupil  has  contracted  in  school 
solid  business  habits  from  the  careful  manner  in  which  he 
has  kept  this  record. 


STUDIES, 


ALL  studies  are  either  incidental  or  formal;  incidental  if 
attended  to  whenever  an  occasion  presents  itself  or  requires 
them,  formal,  when  they  constitute  a  regular  course  and  have 
a  place  in  the  curriculum  of  the  student. 


CHAPTER  I. 


INCIDENTAL 


THESE  studies  are  of  far  greater  importance  and  influence 
in  the  mental  development  of  a  student  than  is  generally 
understood.  They  are,  as  it  were,  the  "man  and  maid  ser- 
vant" in  the  household. of  scholastic,  and  especially  domestic, 
education.  Their  chief  requirements  on  the  part  of  the  stu- 
dent are  elertness,  promptness,  and  adaptability. 

Endowed  with  such  characteristics,  or  earnestly  bent  upon 
cultivating  them,  a  student  will  find  that  his  indebtedness  to 
the  incidentals  in  his  studies  gradually  begins  not  only  to 
balance  but  even  to  outweigh  the  benefits  derived  from  his 
formal  studies.  The  stock  of  his  knowledge  has  been 
greatly  supplied  by  the  results  of  his  own  researches  and  ex- 
perience. 

Anyone,  that  has  attained  to  a  degree  of  efficiency  in  his 
sphere  of  action,  knows  that  what  he  has  learned  during  his 
student-life  or  apprenticeship,  gives  him  only  pointers  for  the 


SCHOOL  AND  FIRESIDE.  291 

pursuit  of  that  knowledge  and  expertness  which  constitute 
the  mainsprings  of  his  success.  For  the  greater  part  he  is 
indebted  to  observations  and  efforts,  made  outside  the  lines 
that  his  formal  studies  have  marked  out  for  him. 

Teachers  and  parents  ought  to  keep  in  mind  this  incontro- 
vertible fact,  and  urge  upon  their  charges  the  necessity  for 
self-activity,  self-investigation,  and  self-research,  and  culti- 
vate the  spirit  of  inquiry  within  them. 

WRITTEN    INSTRUCTIONS. 

Disciplinary  regulations  based  upon  the  principle  of  mental 
understanding  are  essential  factors  in  domestic  as  well  as 
in  scholastic  education.  They  occupy  in  both  the  place  that 
laws  do  in  the  state.  While  it  may  not  be  necessary  nor 
even  desirable  for  the  purposes  of  domestic  education  to  have 
them  there  in  writing,  the  school  room  demands  a  set  of  well- 
understood  written  regulations. 

The  best  guarantees  for  the  faithful  observance  of  all  such 
instructions  are  honor,  love,  and  the  fear  of  the  Lord.  For 
the  observance  of  such  regulations  it  has  been  my  custom  to 
place  my  students  upon  their  "Word  of  Honor"  when  enter- 
ing the  Academy.  (See  regulations  ot  the  B.  Y.  Academy, 
page  173.)  A  young  man  once  asked  me,  what  the  Word  of 
Honor  meant.  I  answered  him:  "If  I  should  give  you  my 
Word  of  Honor  about  anything,  I  would  die  before  I  would 
break  it."  He  asked  me  no  further  questions  on  the  subject. 

The  other  two  incentives  for  the  faithtul  performance  of 
such  instructions,  viz:  love  and  the  fear  of  the  Lord,  depend 
for  their  cultivation,  so  far  as  the  school  is  concerned,  upon 
the  precepts  and  example  of  the  teacher.  In  domestic  edu- 
cation, love  and  fear  of  the  Lord  ought  to  be  the  principal 
considerations.  Honor  will  naturally  grow  of  itself  in  such 
companionship. 

Notes  kept  by  the  students  should    not  be  confined  to  the 


292  SCHOOL  AND  FIRESIDE. 

instructions  given  by  the  teachers,  but  should  comprise  also, 
especially  in  the  higher  grades,  original  reflections,  re- 
searches, and  observations  on  such  subjects  as  may  be  either 
connected  with  the  lessons,  or  may  have  suggested  them- 
selves to  the  minds  of  the  student  in  his  everyday  life. 

Even  children  of  the  common  school  age  should  be  taught 
to  keep  such  notes,  independent  of  their  regular  school  les- 
sons. They  should  be  induced  to  journalize  them  and  so  be- 
come habituated  to  keeping  an  autobiographical  journal.  Such 
journals  are,  as  it  were,  moral  and  intellectual  accounts  for 
well  regulated  minds. 

QUESTIONS   BY   STUDENTS   DURING   RECITATION. 

In  any  class,  questions  on  the  subject  under  consideration, 
are  always  in  order.  Any  sensible  question  put  by  a  pupil 
to  a  teacher  is  more  evidence  of  mental  growth  than  many 
good  answers,  as  such  questions  reflect  the  process  of  original 
thought.  However,  care  should  be  taken  in  distinguishing 
clearly  between  the  spirit  of  inquiry  and  that  of  inquisitive- 
ness.  The  tormer  prompts  a  pupil  to  seek  sincerely  for  in- 
formation, while  the  latter  characterizes  the  "smart  Aleck," 
who  puts  forth  a  quizzical  question  or  remark  for  the  sake  of 
raising  a  laugh  or  for  embarrassing  the  teacher. 

To  get  angry  or  show  embarrassment  in  such  cases  would 
be  an  open  acknowledgment  of  defeat.  To  turn  the  point 
against  the  offender,  if  possible,  is  generally  sufficient  to  pre- 
vent any  recurrence  of  the  trick. 

In  the  family  circle,  parental  authority  and  filial  love  and 
respect  should  be  sufficient  safeguards  against  any  such  im- 
proprieties. 

REPORTS   OF    PRIVATE   READINGS   AND   STUDIES. 

To  encourage  such  reports,  whether  given  in  the  regular 
routine  of  lessons  and  in  accordance  with  them,  or  privately 


SCHOOL  AND  FIRESIDE.  293 

and  voluntarily  on  any  legitimate  subject,  is  one  of  the  most 
effective  incentives  to  self-activity,  and  often  opens  to  the 
teacher  unexpected  visits  of  the  inner  life  of  his  pupils.  He 
discovers  capacities,  desires,  feelings,  aspirations,  and  in- 
clinations, which  without  such  confidential  reports,  might 
have  remained  uncultivated,  undirected,  or  unchecked,  as  the 
case  may  be. 

Many  leading  characters  in  science,  literature,  art,  and 
other  spheres  of  thought  and  activity,  owe  their  first  step  to 
their  prominence,  to  such  incidental  discoveries.  Without 
these  fortunate  incidents  these  distinguished  persons  might 
have  remained  in  obscurity  and  the  world  be  deprived  of  the 
benefits  of  their  achievements. 

Parents  especially  should  make  it  a  point  to  draw  their 
children  on,  cultivate  their  confidence,  and  thus  be  able  to 
magnify  their  heaven-appointed  guardianship. 


CHAPTER  II. 


FORMAL. 


GRADING. 

FORMAL  studies  comprise  the  curriculum  of  a  school.  In 
the  lower  grades,  option  in  the  selection  of  studies  should  be 
put  under  careful  limitation,  inasmuch  as  children  never,  and 
parents  seldom,  possess  the  necessary  knowledge  or  judg- 
ment in  regard  to  studies  essential  or  optional.  Of  course 
there  are  cases  of  physical  inability,  or  of  other  conditions 
beyond  the  control  of  parents,  teachers,  or  pupils,  that  may 
make  it  expedient  to  even  excuse  a  pupil  from  some  essential 


294  SCHOOL  AND  FIRESIDE. 

studies,  but  such  cases  should  be  thoroughly  investigated  be- 
fore the  exception  is  made. 

Options,  always  subject  to  the  advice  and  direction  of  the 
teacher,  should  be  extended  to  students  of  higher  grades  in 
proportion  to  the  maturity  of  their  intelligence  and  with  a 
view  to  their  respective  vocation  in  life.  Parents  and 
teachers,  however,  should  act  in  such  matters  with  mutual 
understanding  and  in  perfect  harmony,  as  only  by  these  con- 
ditions the  greatest  possible  benefits  can  be  obtained. 

Kin  derga  rten . 

The  Kindergarten  movement  in  Utah  is  almost  phenom- 
enal. Salt  Lake  City  started  it  several  years  ago  in  a 
sporadic  way.  That  it  did  not  immediately  succeed  was  be- 
cause it  lacked  the  support  of  united  action  and  systematic 
organization.  The  benefits  arising  from  these  attempts  be- 
came so  manifest,  however,  that  the  authorities  of  the  public, 
as  well  as  of  denominational  and  private  schools,  commenced 
adopting  the  system  as  an  essential  part  of  their  curriculum. 
It  is  only  a  question  of  a  comparatively  short  time  before  its 
principles  and  methods  will  be  adopted  even  in  schools  that 
are  not  so  fortunate  as  to  be  able  to  organize  a  special  class 
or  department  for  it. 

Kindergartens  were  introduced  in  Utah  by  Kindergar- 
teners from  the  East.  It  is  to  the  credit  of  the  Brigham 
Young  Academy,  however,  to  have  started  the  first  Kinder- 
garten training  school  in  Utah,  and  to  have  issued  certificates 
and  diplomas  to  graduates  in  this  course.  The  University 
of  Utah  and  other  educational  institutions  have  since  followed, 
and  Kindergartens  are  now  conducted'by  Utah  trained  teach- 
ers throughout  the  whole  state. 

The  General  Superintendency  and  Board  of  the  Deseret 
Sunday  School  Union,  desirous  of  availing  themselves  of  the 
advantages  derived  from  the  Kindergarten  system,  are  en- 


SCHOOL  AND  FIRESIDE.  295 

couraging  the  establishment  of  these  classes,  and  in  conse- 
quence, many  leading  Sunday  schools  in  Zion  have  organ- 
ized Kindergartens  which  in  most  cases  are  conducted  by 
graduates  from  the  Normal  Training  school  of  the  Brigham 
Young  Academy. 

The  rapidly  increasing  number  of  well-trained  Kindergar- 
teners has  a  tendency  to  awaken  among  our  people  a  greater 
appreciation  of  this  beautiful  mode  of  teaching.  Facilities 
for  its  adoption  will  be  sought  and  found,  and  the  time  is  not 
far  distant,  when  in  every  community  of  the  saints,  a  Kin- 
dergarten will  be  considered  an  indispensable  part  of  general 
as  well  as  religious  education. 

Kindergartens  are  designed  as  a  preparatory  step  in  the 
education  of  little  children  from  three  to  six  years  of  age. 
The  mode  of  teaching  consists  ot  frequent  changes  between 
talks,  stories,  songs,  games,  and  table-work,  so  as  not  to  be- 
come tedious  or  tiresome  to  the  little  ones,  but  to  engage 
their  attention  a  sufficient  length  of  time. 

This  common  mode  of  procedure  is  observable  to  every 
casual  visitor.  He  will  notice  the  interest  and  delight  of  the 
children  in  the  subject  just  before  them,  and  the  surprising 
skill  they  manifest  in  their  little  tasks. 

But  all  these  items  are  not  the  main  purposes  to  be 
achieved.  They  are  only  the  means  toward  an  end.  There 
is  not  a  feature  in  all  these  exercises  that  is  not  intended  to 
prepare  for  the  attainment  of  that  end,  although  the  little 
ones  are  not  aware  of  it. 

Underlying  all  these  various  exercises,  which  are  used  to 
engage  the  childrens'  attention  for  the  time  being,  are  prin- 
ciples which  the  teacher  never  loses  sight  of  for  one  moment. 
The  teacher  endeavors  to  cultivate  within  the  children  the 
faculties  of  observation,  imagination,  memory,  taste,  inven- 
tion, etc.,  and  she  tries  to  improve  the  child's  moral  sensi- 
bilities, not  neglecting  at  the  same  time,  its  physical  devel- 
opment. 


296  SCHOOL  AND  FIRESIDE. 

And  yet,  even  these  motives  are  not  the  ultimate  aim  of  the 
Kindergarten  system. 

The  performances  of  games,  songs,  table-work,  etc.,  are 
the  task,  or  rather  the  play-work  of  the  children;  the  cultiva- 
tion cf  the  physical,  mental,  and  spiritual  faculties  are  the 
motives  of  the  teachers;  but  the  development  of  the  character 
is  the  ultimate  aim  of  the  whole  system. 

Character  is,  so  to  speak,  the  timber  that  man  is  made  of. 
Accomplishments  of  every  kind,  excellence  in  science,  art, 
mechanism,  or  any  other  sphere  of  action,  cannot  atone  for 
its  deficiencies;  and  its  judicious  training,  therefore,  cannot 
be  commenced  too  soon. 

The  fireside,  the  mother's  knee,  the  father's  example, 
should  be  the  proper  starting  points  for  such  a  training;  but 
we  all  know  what  conditions  and  influences  too  often  interfere 
with  the  execution  of  so  desirable  a  program.  The  Kinder- 
garten is  intended  to  supply  the  want. 

The  Kindergarten  system  cultivates  within  the  child  the 
capacity  for  suitable  self-entertainment,  develops  the  desire 
for  self-effort,  furnishes  opportunities  for  discovering  the 
delight  of  producing  or  discovering  something  useful  or 
beautiful,  fosters  refinement,  teaches  good  manners,  shows 
how  to  learn,  and  trains  in  discipline. 

It  is  not  the  kind  nor  the  amount  of  work  in  which  the 
children  may  be  engaged  that  constitutes  the  educational 
feature  of  the  work.  The  value  of  all  these  exercises  consists 
in  the  spirit  which  the  children  put  into  their  work  and  the 
delight  they  experience  in  showing  their  little  achievements 
to  those  whom  they  love.  These  two  considerations  point 
to  the  mainspring  of  all  human  activity,  whether  manifesting 
themselves  in  the  simple  exercises  of  Kindergarten  work,  or 
in  guiding  the  actions  by  which  the  weal  and  woe  of  whole 
nations  may  be  influenced.  It  is  the  character  of  the  actor 
that  determines  them  all. 


SCHOOL  AND  FIRESIDE.  297 

The  Kindergarten  system  has,  therefore,  made  child-study 
a  prominent  element  of  education,  domestic,  scholastic, 
secular,  or  religious.  None  of  these  provinces  in  the  great 
republic  of  education  can  dispense  with  it.  A  teacher's 
efficiency  depends  upon  the  attention  he  has  bestowed  upon 
this  subject,  and  a  parent's  hopes  may  be  realized  or  dis- 
carded in  proportion  to  his  compliance  with  its  requirements. 

School  authorities,  as  well  as  the  people  in  general,  are 
rapidly  awakening  to  the  realization  of  the  fact,  that  all  efforts 
made  and  all  means  expended  for  the  establishment  of  Kin- 
dergartens, are  investments  yielding  returns  beyond  calcula- 
tion; and  that  the  disciples  of  Frcebel  are  quietly  engaged  in 
remodeling  the  very  fundamental  principles  of  modern 
education. 

Primary  Education. 

This  term,  if  applied  exclusively  to  the  work  of  the  school, 
is  a  misnomer.  There  is  a  great  deal  of  education,  good, 
bad,  and  indifferent,  preceding  the  entrance  of  a  little  child 
into  the  school  room.  The  nature  of  this  previous  education 
is  such  as  to  make  it  a  potent  factor  for  or  against  the  efforts 
of  the  teacher.  Indeed,  it  modifies  and  influences  the  re- 
sults of  his  work  to  a  greater  extent  than  many  people  are 
aware. 

By  the  time  the  child  enters  school,  its  faculties  have 
emerged  from  their  embryonic  state  into  one  of  great  activity. 
The  five  senses  are  on  the  alert  for  anything  that  arouses 
curiosity  or  excites  inclination;  imagination  is  busy  with  its 
kaleidoscopic  combinations;  memory  is  storing  up  impres- 
sions destined  to  play  an  important  part  in  the  forming  of 
the  luture  character;  recollection  is  struggling  with  the  en- 
tanglements of  fancy  and  reality;  understanding  is  trying  to 
establish  a  closer  acquaintance  with  environments;  and  reason 
shows  its  growing  vitality  by  intuitive  inferences,  and  by 
jumping  impulsively  at  bizarre  conclusions. 


298  SCHOOL  AND  FIRESIDE. 

The  co-ordination  and  subordination  of  the  material,  thus 
presenting  itself  for  primary  education,  has  become  a  matter 
of  consideration  only  since  the  days  of  Frcebel.  The  Kinder- 
garten system  is  rapidly  gaining  recognition  as  an  essential 
concomitant  of  primary  education,  attending  on  the  little 
ones,  so  to  speak,  in  the  ante-chamber  of  scholastic  educa- 
tion. 

Thus  systematically  prepared,  children  enter  upon  the 
pursuits  of  what  is  commonly  understood  as  ''Primary  Edu- 
cation." 

Primary,  in  contradistinction  to  secondary  education,  com- 
prises that  kind  of  instruction  and  training  which  is  intended 
to  furnish  every  pupil  those  physical,  intellectual,  moral,  and 
spiritual  acquirements  which  might  be  said  to  constitute  the 
indispensable  "stock  in  trade"  of  every  useful  member  of  a 
civilized  community. 

The  chances  for  the  attainment  of  such  an  education  should 
be  open  to  all  children  and  not  be  left  to  depend  upon  the 
whims  or  financial  abilities  of  individuals.  Hence,  the  system 
of  free  schools  with  compulsory  attendance  for  primary  edu- 
cation, with  certain  safeguards  thrown  around  it,  is  one  of 
the  glories  of  our  civilization. 

The  very  judicious  arrangement  of -the  so-called  '  'eight 
grades,"  comprises  the  extent  ot  primary  education.  Its 
nature,  methods,  aims,  and  results  should  engage  the  earnest 
solicitude  of  school  authorities,  educators,  and  parents;  for  in 
it  are  contained  not  only  the  fundamental  elements  of  all 
education,  but  also  the  most  favorable  opportunities  for  unit- 
ing domestic  and  scholastic  education  to  the  attainment  of  a 
common  end. 

Praiseworthy  as  are  all  the  efforts  made  by  school  author- 
ities, teachers,  and  people  generally,  in  order  to  advance  the 
cause  of  primary  education,  there  appear  occasionally 
elements  and  influences  in  this  onward  movement  which 


SCHOOL  AND  FIRESIDE.  299 

have  to  be  counteracted  by  the  adoption  of  conservative 
methods. 

While  in  some  localities  the  common  schools  are  far  below 
the  average  standard,  there  is  manifesting  itself  in  others  a 
tendency  to  overdo  the  thing. 

The  main  object  of  primary  education  is  the  preparation 
ot  the  pupils  for  the  requirements  of  practical  life:  as  members 
ot  the  human  family,  as  citizens  of  the  state,  and  as  children 
of  God.  These  aims  circumscribe  the  whole  work  of  a  pri- 
mary teacher.  In  this  work  he  is  justified  in  expecting  to 
be  assisted  by  the  family  circle,  inasmuch  as  the  school 
should  endeavor  to  keep,  as  it  were,  in  elbow-feeling  with  the 
fireside. 

There  is,  however,  a  professional  vernacular  cultivated  by 
many  educators,  that  shows  too  plainly  a  great  effort  to  talk 
"learnedly"  and  of  dressing  the  simplest  ideas  in  high-sound- 
ing phrases.  These  are  symptoms  of  vanity,  sham,  and 
superficiality.  Bacon  says  that  hunting  for  big  words  or 
phrases  is  the  disease  of  knowledge.  Psychology  and  Evolu- 
tion especially  are  the  favorite  sources  from  which  words, 
phrases,  and  ideas  are  borrowed  unceasingly  in  order  to  make 
a  big  show  of  learning. 

If  these  "word-hobbies"  could  remain  confined  to  their  de- 
votees, no  great  harm  woulcl  be  done,  but,  unfortunately, 
they  have  a  tendency,  like  an  epidemic,  to  become  infectious 
among  the  whole  fraternity  of  teachers  and  even  penetrate 
and  befog  the  school  room. 

This  last  is  the  point  where  a  protest  should  be  entered 
against  this  infringement  upon  the  simplicity,  genuineness, 
and  practicality  of  primary  education. 

It  is  not,  by  any  means,  the  intention  of  the  author  to  de- 
preciate the  efforts  of  modern  education  to  lift  primary  edu- 
cation from  the  worn-out  grooves  of  routine  work  and  from 
mere  pedantic  lesson-giving  to  the  higher  plain  of  teaching 


300  SCHOOL  AND  FIRESIDE. 

according  to  the  principles  of  rational  child-study.  But  the 
sacredness  of  his  calling  enjoins  upon  every  teacher  the 
solemn  duty  to  select  carefully  from  among  the  ever-increas- 
ing multitude  of  psychological  theories  such  ideas,  and  to 
clothe  them  in  such  language  as  may  be  in  harmony  with  the 
essential  characteristics  of  primary  education,  as  mentioned 
above. 

The  psychological  craze,  so  prevalent  of  late,  is  affecting 
the  minds  of  many  teachers  in  the  same  manner  that  a  nar- 
cotic acts  upon  its  victims.  As  the  latter  often  indulge  in 
their  favorite  stimulants  in  preference  to  healthful  and  sub- 
stantial food,  so  some  teachers  try  to  substitute  a  high-flown 
style  of  speech,  and  experiments  of  untried  ideas  and  methods, 
for  the  conscientious  and  careful  course  which  the  conserva- 
tism of  primary  education  so  peremptorily  demands.  The 
consequence  of  all  this  is  a  dissatisfaction  with  their  lot  and 
a  distaste  for  their  legitimate  work,  which  are  effecting  so 
many  teachers.  But,  what,  think  you,  is  the  effect  of  this 
condition  of  the  teachers'  minds  upon  their  pupils? 

Secondary  Education. 

The  school  system  of  our  state  has  been  very  appropriate- 
ly compared  to  a  pyramid  resting  upon  the  broad  basis  of 
primary  education  and  gradually  tapering  through  the  inter- 
mediate stages  of  high  school  work  toward  the  collegiate 
courses  as  the  apex.  The  various  denominational  schools 
and  schools  for  specific  purposes,  occupy  places  in  the  struc- 
ture according  to  the  grade  and  nature  of  their  studies. 

Pleasing  as  the  geometrical  symetry  presented  by  this 
picture  may  be  to  the  casual  observer,  there  are,  neverthe- 
less, many  circumstances  modifying  the  composition  of  the 
structure.  The  conditions  of  the  people  are  not  made  to 
suit  any  particular  educational  scheme,  but  educational  sys- 
tems have  to  accommodate  themselves  in  a  measure  to  the 
conditions  of  a  people. 


SCHOOL  AND  FIRESIDE.  301 

The  necessity  for  a  higher  education  resting  upon  a  basis 
of  general  education,  broad  enough  to  benefit  all  the  children 
of  the  people,  and  made  solid  through  the  addition  of  sound 
moral  and  religious  principles,  was  realized  by  President 
Brigham  Young  at  the  pioneer  period  of  the  saints  in  Utah. 
He  it  was  who  conceived  the  idea  of  a  "University  of  Des- 
eret"  with  its  chancellor  and  regency,  to  which  authorities 
he  confided  the  duty  of  further  developing  the  movement  in 
accordance  with  the  environments,  necessities,  and  facilities 
of  the  time. 

This  organization  has  been  kept  intact  throughout  all  the 
changing  scenes,  vicissitudes,  and  obstacles  of  our  history, 
waiting  patiently  for  the  gradually  improving  conditions  of 
our  primary  education  to  prepare  students  in  a  suitable  man- 
ner and  in  sufficient  numbers  for  university  work.  To  facil- 
itate this  work  of  preparation,  in  fact  to  lead  out  in  it  and  to 
meet  it  halfway,  so  to  speak,  the  university  itself  started 
with  preparatory  or  high  school  courses,  until  now  the  noble 
institution  has  reached  the  point  at  which  real  collegiate 
courses  have  been  opened  in  several  branches.  This  fortun- 
ate condition  is  still  more  enhanced  by  the  labors  of  the 
Brigham  Young  Academy,  at  Provo,  the  Brigham  Young 
College,  at  Logan,  the  Latter-day  Saints'  College,  at  Salt 
Lake  City,  the  Agricultural  College,  at  Logan,  and  several 
denominational  schools  in  Utah,  all  of  which  have  entered 
upon  the  grade  of  higher  education. 

BRANCHES    OF    PRIMARY    EDUCATION. 

The  days  of  the  three  R's,  that  is  ot  "  'ritin'",  "readin"', 
and  "  'rithmetic",  as  the  sum  total  of  essentials  in  primary 
education,  are  past,  although  there  may  be  some  vestiges  ot 
these  primitive  views  still  lingering  in  out-of-the-way  places, 
like  patches  of  snow  hidden  from  the  direct  rays  of  the  sun 
on  mountain  sides. 


302  SCHOOL  AND  FIRESIDE. 

It  seems  to  be  destined  that  new  ideas  and  systems  must 
pass  through  a  series  of  vicissitudes.  Just  as  the  life  and 
health  of  children  are  endangered  by  measles,  whooping 
cough,  and  similar  ailments,  so  primary  education,  ere  it  has 
quite  emerged  trom  the  pupa  stage  (of  the  three  R's  before 
alluded  to),  finds  itself  exposed  to  dangers  arising  from  oppo- 
site modes  of  treatment.  The  complaint  has  been  that  the 
child  was  being  starved.  Now  there  is  apprehension  that  it 
is  being  over-fed. 

The  old  latin  proverb  "Non  multa  sed  multum,"  which 
means  that  true  education  does  not  consist  in  a  great  variety 
of  studies  but  in  their  thoroughness,  should  become  the 
motto  of  every  teacher.  It  points  out  the  conservative  mean 
which  is  as  free  from  old  time  fogyism  on  the  one  side,  as  it  is 
from  the  "crazy  quilt"  methods  of  modern  radicalism  on  the 
other. 

There  are  essential  studies  that  constitute  the  fundamental 
elements  of  the  educational  edifice,  and  the  degree  of  their 
thoroughness  determines,  to  a  greater  or  less  extent,  the 
nature  and  value  of  any  future  superstructure. 

Human  beings,  however,  are  not  made  after  a  uniform 
mould;  there  are  also  many  different  capacities,  inclinations, 
environments,  and  influences  to  be  taken  into  account,  and 
parents  and  teachers  should  cultivate  such  powers  of  discern- 
ment as  may  furnish  them  the  keys  to  these  prophetic  mani- 
festations. 

A  recognition  of  the  latent  powers  in  childhood  finds  its 
expression  in  permitting  the  pupil  to  make  a  judicious  choice 
from  among  the  optional  studies,  pursuing  them  in  addition 
to  the  regular  curriculum,  or  even  under  certain  conditions 
substituting  them  for  studies  considered  more  essential. 

Essential  Studies. 
The  kinds,  aims,  and   methods   of  essential  studies  consti- 


SCHOOL  AND  FIRESIDE.  303 

tute  the  groundwork  of  all  primary  scholastic  education,  and 
as  such  should  find  faithful  and  never-failing  support  in  the 
home  circle.  Many  parents  have  found  out  that  in  render- 
ing children  all  possible  assistance  in  their  studies  they  not 
only  facilitate  the  progress  of  their  sons  and  daughters,  but 
derive  much  benefit  themselves  from  so  doing.  "Docendo 
discimus, "  that  is,  by  teaching  we  learn,  has  been  demon- 
strated by  such  parents  to  be  a  fact. 

The  essential  studies  comprising  a  complete  primary  course 
of  scholastic  education  may  be  classified  under  five  'heads, 
viz:  ay  Theology  and  Ethics;  b,  Language;  c,  Arithmetic, 
Elementary,  including  Elementary  Book-keeping;  d,  Em- 
pirical studies;  e,  Arts. 

The  aims  of  these  various  studies  are  of  a  special  as  well  as 
of  a  general  nature.  A  teacher  aiming  at  nothing  but  at  ad- 
vancing his  pupils  to  a  degree  of  efficiency  within  a  specified 
time,  may  be  an  expert  lesson-giver,  but  has  no  claim  to  the 
honored  title  of  teacher.  The  latter  looks  upon  every  study 
as  an  unfailing  means  toward  the  development  of  the  mind, 
the  cultivation  of  the  character,  and  the  attainment  of  man's 
ultimate  destiny — to  become  perfect  as  the  Father  in  Heaven 
is  perfect. 

Theology  and  Ethics.  What  with  the  jealousy  exhibited 
by  the  various  denominations  toward  one  another,  and  the 
efforts  of  anti-religionists,  the  most  essential  factor  in  educa- 
tion is  barred  out  from  the  public  schools.  Instead  of  gen- 
uine religious  training,  a  conveniently  attenuated  system  of 
ethics  is  offered  as  spiritual  pabulum  to  the  needy  souls  of 
childhood.  Even  opening  and  closing  prayers  have  been 
denounced  as  unlawful  in  some  localities. 

The  Church  of  Jesus  Christ  of  Latter-day  Saints,  recogniz- 
ing, as  other  denominations  are  also  doing,  this  deplorable 
state  of  affairs,  is  engaged  in  building  up  within  its  own 
sphere  an  educational  system  which  contemplates  not  only 


304  SCHOOL  AND  FIRESIDE. 

the  introduction  of  theology  as  a  branch  of  the  regular  cur- 
riculum, but  the  consummation  of  a  plan  according  to  which 
all  management,  instructions,  studies,  and  methods  shall 
be  brought  into  harmony  with  the  inspired  Word  of  the 
Lord. 

Preparatory  steps  toward  so  desirable  an  educational  con- 
dition, are  to  be  found  in  our  Primary  and  Mutual  Improve- 
ment Associations,  in  our  Sunday  School  organizations,  with 
the  Religion  Class  movement  as  a  supplement.  Although 
under  separate  managements,  all  these  organizations  are 
laboring  toward  a  common  end — the  elevation  of  the  youth 
of  Zion  to  a  physical,  moral,  intellectual,  and  spiritual,  stand- 
ard, that  shall  be  a  light  to  the  nations. 

Religious  influences,  training,  and  instructions  are  con- 
sidered by  the  Latter-day  Saints  indispensable  in  true  edu- 
cation. 

The  General  Authorities  of  the  Church,  not  finding  for  the 
moral  and  spiritual  safety  of  the  children  a  sufficient  guaran- 
tee against  the  invasion  of  unbelief,  skepticism,  moral  defici- 
encies, and  other  objectionable  influences,  have  sought  dili- 
gently for  means  to  counteract  such  tendencies. 

The  result  of  their  deliberations  is  the  conviction  of  the 
necessity  of  a  religious  basis  of  education,  scholastic,  as  well 
as  domestic,  extending  from  the  infant  at  the  mother's  knee 
to  the  aspirant  for  professional  honors  at  the  college. 

The  main  object  of  our  theological,  or  rather,  religious  train- 
ing, is  to  obtain  for  the  pupil,  by  the  assistance  of  the  Holy 
Spirit,  a  living  testimony  of  God,  our  Father,  of  Jesus  Christ, 
our  Savior,  and  of  the  divinity  of  the  Latter-day  Work,  and 
to  cause  the  pupil  to  shape  all  his  feelings,  thoughts,  words, 
and  actions  in  conformity  with  this  testimony. 

This  point  gained,  all  other  arguments  and  evidences  re- 
lating to  the  truth  of  the  Gospel  are  merely  corroborating 
testimonies  whose  educational  value  lies  in  the  strengthening 


SCHOOL  AND  FIRESIDE.  305 

of  already  existing-  convictions,  and  in  furnishing  reasons 
"for  the  faith  that  is  within." 

Recognizing  the  force  of  personal  influence  and  the  power 
of  well-formed  habits,  the  educational  system  of  the  Latter- 
day  Saints  takes  these  two  potent  factors  into  consideration 
in  the  choice  of  teachers,  and  in  all  their  endeavors  to  train 
the  youth  "in  the  way  in  which  they  should  go." 

Not  satisfied,  therefore,  with  the  vague  stipulation  that  a 
teacher  shall  be  of  good  moral  character,  the  Latter-day 
Saints  in  their  Church  Schools  require  that  every  teacher 
shall  be  a  person  of  religious  convictions  and  capable  of  set- 
ting an  example  worthy  of  imitation.  Teachers  not  of  our 
faith,  are,  in  some  exceptional  cases,  employed  under  certain 
restrictions,  in  some  of  our  colleges  in  order  to  introduce 
branches  of  study  for  which  there  are  not  sufficiently  well 
qualified  instructors  among  our  people. 

Besides  che  standard  works  of  the  Church,  publications  on 
theological  subjects,  some  of  great  educational  value,  are 
now  so  numerous  among  our  people,  that  the  use  of  theolog- 
ical and  ethical  text-books  from  outside  sources  should  be 
discountenanced  in  our  Church  schools,  as  not  only  superflu- 
ous, but  actually  detrimental. 

Theology  is  treated  in  the  various  educational  organiza- 
tions and  at  the  homes  of  the  Latter-day  Saints  not  only  as 
a  theoretical  system  of  principles,  doctrines,  and  ordinances, 
with  their  authorities,  evidences,  and  arguments,  but  also  as 
a  practical  course  of  training  in  habits  that  will  secure  happi- 
ness in  this  life  and  lead  to  exaltation  hereafter. 

The  first  requisite  for  the  accomplishment  of  these  purposes 
is  the  Spirit  of  God,  that  should  imbue  the  minds  of  teachers 
and  parents,  cause  them  to  love  their  charges  with  the  love 
that  Christ  taught  by  his  example,  and  enable  them  to  sub- 
stantiate their  teaching  by  their  example. 

There   is  no  substitute   for  this  indispensable  factor  in   re- 


306  SCHOOL  AND  FIRESIDE. 

ligiuus  training.  Erudition,  eloquence,  and  personal  influ- 
ence may  captivate  or  charm  for  a  season,  but  their  transi- 
tory nature  will  manifest  itself  invariably  in  hours  that  try 
men's  souls. 

The  modes  and  methods  adopted  for  instructing  and  train- 
ing the  youth  "in  the  way  they  should  go,"  and  for  opening 
before  them  those  endless  perspectives  which  stretch  back- 
ward to  the  realms  of  primeval  childhood,  and  forward  into 
the  glories  of  the  resurrection  and  eternal  life,  are  as  various 
as  may  be  demanded  by  the  nature  and  purposes  ot  the 
organizations,  in  which  theology  receives  special  attention. 

Every  fireside  has  its  way  of  doing  things;  schools  differ 
according  to  grades  and  environments;  the  mutual  improve- 
ment associations  follow  plans  laid  out  for  this  purpose;  the 
Sunday  schools  are  developing  our  admirable  system  in  this 
respect;  the  primaries  and  kindergartens  are  contributing 
their  share  in  the  work;  and  the  religion-classes  are  training 
incessantly  in  harmony  with  the  rest,  and  all  are  endeavor- 
ing to  have  their  particular  lines  of  work  converge  toward 
that  grand  focus:  the  guidance  of  the  Holy  Spirit  that  lead- 
eth  into  all  truth. 

Objective  Science  Lessons.  As  the  simple  precedes  the 
complex,  so  is  the  concrete  the  basis  for  the  abstract,  and  the 
commencement  of  all  studies  is  in  object-lessons. 

A  true  mother  is  a  natural  born  educator.  She  pursues 
intuitively  a  course  of  instruction  with  her  infant  which  the 
most  philosophically  inclined  teacher  with  all  his  researches 
in  psychology  could  not  in  the  main  improve  upon. 

She  teaches  the  infant  to  use  his  eyes  by  showing  differ- 
ences in  color,  size,  form,  and  distance,  cultivates  his  sense 
of  hearing  by  talking  and  singing  to  him;  his  emotions  by 
pretending  to  cry  or  laugh;  his  memory  by  teaching  him 
names  of  persons  and  things;  his  imagination  by  telling 
stories,  showing  pictures,  and  strange  objects;  his  self-activity 


SCHOOL  AND  FIRESIDE.  307 

by  giving  him  playthings;  his  sense  of  obedience  by  manifes- 
tations ot  approval  or  censure. 

Underlying  all  these  operations  are  abstract  principles 
and  mental  activities  which  the  infant  gets  accustomed  to 
observe  and  to  do,  without  comprehending  their  real  im- 
port. 

This  primary  course  of  teaching,  or  rather  training,  con- 
stitutes the  shell  and  albumen,  so  to  speak,  of  the  whole  egg 
of  education,  in  which  the  germ  of  the  future  independent 
individuality  is  hidden  and  passing  through  its  embryonic 
stage.  True  education  follows  along  these  lines  of  natural 
development,  whether  at  the  fireside  or  in  the  school  room. 
The  perceptive  faculties,  affections,  imagination,  memory, 
recollection,  and  will-power,  are  the  chief  auxilaries  which 
domestic  and  scholastic  education  have  to  call  into  requisi- 
tion in  their  efforts  to  train  the  young  minds  to  the  com- 
prehension and  exercise  of  mental  activities  of  a  higher 
order. 

These  natural  gradations  in  the  training  of  mental  activi- 
ties secure  the  healthy  growth  toward  the  full  measure  of 
man's  development  and  toward  the  accomplishment  of 
the  purposes  for  which  he  has  been  sent  here  by  the  Creator. 

The  attempts  of  some  modern  educators  and  their  follow- 
ers not  to  teach  children  anything  until  they  are  prepared  to 
comprehend  it — i.  e.  grasp  the  underlying  reasons — would 
exclude  from  all  primary  education  the  fundamental  principles 
of  revealed  religion  and  deprive  childhood  of  the  sanctifying 
influences  of  the  Word  of  God.  Such  a  course  is  as  illogical 
and  unnatural  as  the  other  extreme  of  feeding  the  youthful 
mind  with  myths,  fables,  and  fairy  tales. 

While  in  the  former  instance  it  may  be  said  that  undevel- 
oped reason  is  dragged  prematurely  into  service  and  the 
faculties  with  which  an  allwise  Creator  has  endowed  child- 
hood in  such  profusion,  are  not  awakened, — in  the  latter, 


308  SCHOOL  AND  FIRESIDE. 

young  minds  are  supplied  with  concepts  of  unreal,  impossi- 
ble, and  false  situations,  combinations,  and  incidents,  all  of 
which  have  to  be  unlearned  before  the  germ  of  truth,  sup- 
posed to  be  underlying  them,  can  be  made  available. 

Much  moralizing  and  analyzing  in  telling  stories,  showing 
pictures,  or  making  illustrations  of  any  kind,  indulged  in  by 
some  teachers  has  a  tendency  to  hinder  rather  than  to  assist 
imagination  in  its  work  of  preparing  the  young  mind  for  the 
reception  and  comprehension  of  the  principles  involved.  I 
have  often  seen  more  good  accomplished  in  a  few  minutes  by 
the  spirit  and  manner  in  which  a  story  was  told  or  an  illus- 
tration given,  and  by  encouraging  the  little  ones  to  repeat 
it,  and  interpolate  their  own  reflections  concerning  it,  than 
has  been  reached  by  elaborate  and  lengthy  catechization. 

With  the  growth  of  the  reasoning  powers,  however,  the 
horizon  of  mental  activities  begins  to  expand;  subjects  and 
modes  of  instructions  assume  more  substantial  forms.  While 
thus  far  the  subjects  presented  seemed  in  the  child's  mind  to 
be  the  chief  points  of  his  studies,  the  process  of  forming  de- 
ductions and  generalizations  has  gradually  led  the  young 
mind  to  the  comprehension  of  abstract  ideas. 

The  first  conception  of  an  abstract  idea  indicates  the  start- 
ing point  of  independent  individuality  in  a  human  life.  From 
that  moment,  objects  in  any  branch  of  knowledge  and  skill 
become  gradually  mere  illustrations  of  general  principles- 
means  toward  general  ends — and  their  conception  and  use 
are  a  correct  criterion  of  the  mental  status  of  the  individual. 

True  education  realizes  these  relationships,  and  introduces 
objective  illustrations  as  indispensable  features  in  all  branches 
of  science  and  art,  never  discarding,  but  always  looking  be- 
yond them. 

Whether  a  teacher  in  a  primary  class  illustrates  the  con- 
ception of  form  by  globular,  square,  or  irregularly  shaped 
objects,  or  the  professor  explains  the  principle  of  electricity 


SCHOOL  AND  FIRESIDE.  309 

by  experiments  in  the  laboratory,  the  objective  illustrations 
are  only  the  means  for  the  obtaining  of  a  conception  of  an 
abstract  principle.  Hence  the  placing  of  the  concrete  betore 
the  abstract  should  always  be  the  keynote  for  all  elementary 
as  well  as  advanced  instruction. 

Training  in  habits  of  the  beautiful,  the  true,  and  the  good, 
should  prepare  for  the  judicious  exercise  of  free  agency,  and 
assist  the  young  mind  in  using  its  mental  powers  for  the  ac- 
quirement of  the  highest  aims  of  spirituality,  as  pointed  out 
to  us  by  Divine  Revelation. 

Reading  and  Elocution.  The  ability  to  read  and  write 
one's  mother  tongue  is  considered  an  indispensable  requisite 
of  any  member  of  a  civilized  community.  This  fact  is  recog- 
nized by  even  the  most  indolent  and  indifferent  in  educa- 
tional matters. 

The  anxiety  for  this  amount  of  "education"  is  so  great  in 
some  instances,  that  time  is  taken  by  the  forelock,  and  child- 
ren are  taught  their  "letters"  at  home  long  before  they 
enter  the  school  room.  Some  fond  mothers  exhibit  with 
pride  the  feat  of  their  little  ones  in  reciting  the  alphabet. 

I  have  often  looked  with  pity  upon  little  ones  thus  brought 
out,  circus-like,  to  go  through  acrobatic  performances  for  the 
applause  of  thoughtless  visitors.  What  unnatural  method, 
amounting,  perhaps,  to  mental  and  bodily  torture,  had  to  be 
employed  to  train  these  babies  in  the  performance  of  such 
useless  tricks! 

The  same  reflections  crowd  upon  me  sometimes  when  I  see 
children  coming  to  school  with  the  alphabet  in  their  little 
noddles.  Parents  ought  to  confine  themselves  to  instructing 
and  training  their  little  ones  in  such  principles  of  conduct, 
observation,  affection,  and  devotion,  as  the  opportunities  for 
their  application  may  be  presented  in  the  limited  sphere  of 
child-life.  They  would  thus  contribute  far  more  to  the  in- 
tellectual advancement  of  their  children,  than  by  stuffing 


310  SCHOOL  AND  FIRESIDE. 

them  with  the  "knowledge"  of  meaningless  signs,  names, 
and  sounds.  Parents  fortunate  enough  to  enjoy  the  benefits 
of  a  well  conducted  Kindergarten,  have  pointers  given  them 
continually  in  regard  to  the  proper  management  of  children 
under  school  age;  those  less  favored  in  this  respect,  should 
keep  in  mind  the  above  stated  caution,  and  leave  to  the 
teacher  what  is  the  teacher's. 

What  teacher  of  primary  grades  has  not  been  doubtful  at 
times  whether  to  laugh  or  be  vexed,  when  listening  to  some 
parent  complaining  that  his  child  could  not  yet  recite  his 
alphabet  after  so  and  so  many  week's  schooling,  although 
the  little  one  coulcl  read  and  write  his  lessons  quite  fluently? 

The  aims  in  conducting  reading  classes  are  to  learn  to 
read,  to  understand  what  is  read,  articulate  and  pronounce 
the  mother  tongue  correctly,  to  become  acquainted  with  good 
language  and  learn  to  use  it,  to  obtain  information,  and 
finally  to  become  imbued  with  noble  and  exalting  sentiments. 
All  these  points  intersect  and  support  one  another.  There 
are  teachers,  however,  that  make  a  hobby  of  one  or  more  of 
them,  to  the  detriment  of  the  rest:  some  merely  drill  to  read 
and  read,  as  if  their  pupils  were  mere  parrots  and  magpies; 
others  are  too  much  taken  with  pronunciation  exercises. 
Here  the  teacher  wastes  the  precious  time  in  philosophical 
catechizations  about  intricate  passages,  and  there  one  is  bent 
on  elocutionary  displays,  as  if  the  capacity  for  reciting  a 
sensational  piece  of  poetry  or  oratory  on  public  occasions 
were  the  chief  object  of  learning  to  read.  These  hobbies 
should  be  guarded  against  by  constant  self-control  on  the 
part  of  the  teacher;  for  the  temptation  to  tall  into  one  or  the 
other  of  them  is  always  present  and  sometimes  almost  irri- 
sistible. 

In  the  four  lower  grades,  the  practice  of  concert  reading 
for  the  sake  of  drill  is  earnestly  to  be  recommended.  By 
teaching  the  class  in  these  grades  as  a  single  pupil,  position, 


SCHOOL  AND  FIRESIDE.  3  1 1 

voice,  inflection,  rate,  pronunciation,  etc.,  can  be  harmonized, 
close  attention  can  be  secured,  and  every  pupil  be  kept 
actively  engaged  in  the  recitation.  This  being  tollovved  by 
sections,  and  single  reading,  gives  the  teacher  opportunity  to 
test  the  progress  of  his  class  in  general  as  well  as  that  of  the 
individual  pupils  in  particular.  The  individuality  of  the 
pupils  at  that  stage  of  school  life  is  not  sufficiently  developed 
and  ought  to  be  supplemented  by  training  in  promptness. 
If  this  principle  be  early  made  a  habit,  it  will  be  of  great  ad- 
vantage in  the  further  development  of  the  young  mind. 

This  method,  requiring  of  the  teacher,  as  it  does,  a  sharp 
eye,  a  good  ear,  and  much  mental  and  bodily  strain,  is  some- 
times very  fatiguing,  but  in  the  hands  of  an  efficient  teacher, 
it  is  the  most  effectual  way  to  teach  this  branch  of  study.  In 
the  hands  of  an  indolent  or  careless  teacher,  every  method 
will  prove  a  failure. 

Students  should  be  encouraged  to  ask  questions  for  infor- 
mation on  points  in  their  lessons.  Definitions  in  a  student's 
own  language,  in  form  of  illustration,  application  or  in  any 
other  way  showing  that  he  has  the  correct  idea  or  partly  so, 
are  preferable  to  any  memorized  scientific  definition,  or  to  a 
mere  transposition  of  terms  taken  from  a  dictionary. 

The  reading  of  poetry  should  be  restricted  to  one  piece 
after  at  least  two  or  three  prose  readings.  As  respects  the 
latter,  narratives,  descriptions,  moral  dissertations,  conversa- 
tional pieces,  and  classic  and  scientific  selections  should  be 
given  the  preference  over  merely  oratorical  effusions. 

The  true  interests  of  the  pupils  arc  too  often  sacrificed  to 
the  vanity  or  personal  interests  of  teachers.  To  seek  in  elo- 
cutionary displays  by  a  few  favored  pupils  or  in  a  class 
parade,  the  means  of  establishing  a  reputation,  is  a  betrayal 
of  the  sacred  trust  confided  to  a  teacher.  Reading  is  to  be 
taught  in  all  the  grades  of  primary  education,  not  for  the 
benefit  of  a  few  specially  adapted  pupils  who  may  shine  at 


312  SCHOOL  AND  FIRESIDE. 

public  entertainments,  but  for  all  the  pupils:  all  need  a 
knowledge  of  this  art  in  the  exigencies  of  practical  life. 

To  give  the  human  voice  flexibility  and  modulation;  to 
enable  the  organs  of  speech  to  perform  their  tasks  in  an  easy 
and  intelligible  manner;  to  steady  the  eye  so  as  to  grasp 
words  and  sentences  at  sight;  to  regulate  the  breathing  in 
accordance  with  the  required  rate,  pitch,  inflections,  and 
pauses;  to  assume  such  positions  and  give  such  gestures  as 
the  nature  of  the  sentiments  to  be  expressed  may  require;  to 
learn  to  read  not  as  if  from  a  book,  but  as  if  uttering  original 
sentiments;  and  finally,  to  supplant,  by  the  cultivation  and 
appreciation  of  substantial  and  sound  literature,  the  taste  for 
trashy,  superficial,  and  unsound  writings — are  some  of  the 
principal  aims  which  the  conscientious  teacher  has  always 
before  him  in  conducting  a  reading  lesson.  No  method, 
however,  can  ever  supply  deficiencies  in  the  teacher's  own 
love,  devotion,  and  adaptability  for  the  work. 

Elocution  (so-called)  with  its  fascinating,  dramatic  features, 
is  in  some  schools  over-stepping  its  legitimate  sphere,  and 
encroaching  upon  reading.  It  pretends  to  elevate  the  latter 
but  instead  of  doing  so,  introduces  only  a  sensation  and  high- 
ly flavored  aid  at  the  expense  of  the  fundamental  principles 
above  alluded  to.  There  is  a  great  deal  of  sham  in  this  con- 
nection practiced  in  some  schools,  which  can  be  eradicated 
only  by  sharp  criticism  on  the  part  of  the  proper  authorities. 

The  legitimate  sphere  of  Elocution  is  with  students  of  the 
eighth  grade  and  of  High  Schools.  Even  there  the  study 
ought  to  be  made  to  conform  more  closely  to  the  future  re- 
quirements of  the  students  in  the  pulpit,  at  the  bar,  in  legis- 
lative halls,  in  the  lecture  room,  on  the  stump,  or  in  private 
circles.  There  is  too  much  pomposity,  sensationalism,  and 
and  impractical  oratory  indulged  in;  while  the  finer  features 
of  Elocution,  that  are  always  in  harmony  with  nature,  are 
lost  sight  of,  or  are  sacrificed  for  the  cheap  clap-trap  of  tran- 
sient, ignorant  applause. 


SCHOOL  AND  FIRESIDE.  3 1  3 

Orthography.  Between  the  ideographic  hieroglyphics  of 
the  Egyptians  and  the  complex  and  sometimes  arbitrary  in- 
tricacies of  English  spelling  and  pronunciation  stretches  a 
long  series  of  evolutionary  transitions.  There  is  no  reason 
why  the  so-called  original  languages,  not  having  been  sub- 
jected to  intermixture  with  foreign  elements,  could  not  fol- 
low the  fundamental  principle  in  the  relationship  between 
oral  and  written  language,  viz:  A  sound  is  a  letter,  that  is, 
each  sound  is  represented  by  its  own  special  sign,  and  each 
sign  has  its  own  special  sound.  But  mixed  languages,  of 
which  the  English  is  the  most  conspicuous  illustration,  en- 
counter difficulties  that  make  the  adoption  of  that  simple  rule 
almost  an  impossibility.  Phonography  has  accomplished 
the  task  in  some  measure  but  at  the  sacrifice  of  the  philo- 
logical structure  of  the  language.  However,  phonography 
makes  no  pretention  to  assistance  by  the  study  of  word- 
derivations. 

In  Orthography  and  its  twin  sister  Orthoepy  have  been 
found  difficult  problems  until  this  day.  The  question  of  how 
to  master  Orthography  with  its  co-ordinate  branches,  capit- 
alization, syllabication,  accentuation,  and  punctuation,  in  a 
rational  and  systematic  manner,  is  yet  awaiting  an  answer 
acceptable  to  all  teachers.  The  mere  memorizing  methods 
have  been  tried  and  found  wanting,  and  analytical  methods 
of  procedure  have  also  proven  unsatisfactory  in  many  re- 
spects. 

There  are  several  psychological  phenomena  connected 
with  the  subject  under  consideration  that  may  furnish  a  clue 
to  the  solution  of  the  vexed  question.  It  has  been  observed 
that  many  persons  distinguished  in  literary,  scientific  and 
other  leading  spheres  of  thought,  are  habitually  poor  spellers, 
while,  on  the  other  hand,  persons  of  scarcely  a  common 
school  education,  seem  to  spell  correctly;  as  it  were,  by  in- 
stinct. There  are  others  to  whom  certain  words,  no  matter 


314  SCHOOL  AND  FIRESIDE. 

how  often  used,  become  occasionally  obscure,  and  the  dic- 
tionary has  again  and  again  to  be  consulted.  An  acquain- 
tance of  the  author  asserts  that  he  needs  only  to  shut  his 
eyes,  when  doubtful  about  the  correct  spelling  of  a  word, 
and  write  it  hurriedly  without  any  mental  assistance.  He  be- 
lieves that  the  right  form  of  the  word  is  in  his  fingers  by 
habit.  Finally,  it  is  a  common  observation,  that  persons 
quite  expert  in  oral  spelling  are  sometimes  guilty  of  most 
egregious  blunders  in  writing. 

These  and  similar  phenomena  demonstrate  the  fact  that 
expertness  in  spelling  is  not  the  exclusive  result  of  analytical 
process  of  training  nor,  on  the  other  hand,  of  memorizing. 
There  are  influences  either  favorable  or  unfavorable  to  the 
acquirement  of  the  art  of  good  spelling,  which  a  teacher 
should  take  into  account. 

Phrenologically  speaking,  I  have  noticed  that  pupils  enjoy- 
ing a  keen  sense  for  form,  make,  all  other  things  being  equal, 
more  rapid  progress  in  spelling  than  pupils  less  favored  in 
this  respect. 

Written  exercises  are  the  only  true  test  of  spelling.  It 
appears  from  the  above  that  other  factors  will  have  to  be 
called  into  requisition  in  order  to  achieve  desirable  results  in 
Orthography.  One  of  these  is  constant  practice  until  cor- 
rect spelling  becomes  a  habit  of  the  fingers,  as  my  friend 
above  alluded  to,  would  say. 

The  maxim,  that  whatever  a  child  can  read  it  should  be 
able  to  write,  will,  from  the  start,  render  aid  to  the  acquire- 
ment of  correct  spelling,  by  constantly  copying  the  reading 
lesson. 

As  every  child  can  be  trained  to  speak  fluently  long  before 
it  has  any  knowledge  of  etymology  or  syntax,  so  might  it 
also  learn  to  spell  correctly  before  it  is  taught  any  rules  of 
Orthography.  This  does  not,  however,  exclude  the  adoption 
of  more  systematic  methods  later  on,  when  the  young  minds 


SCHOOL  AND  FIRESIDE.  3 1  5 

are  sufficiently  prepared  to  apply  general  rules  and  principles 
to  things  familiar  to  them  already,  and  when  they  are  pre- 
pared to  apply  such  rules  to  get  unknown  cases. 

Grammar  a?id  Composition.  The  nearer  education  in  all 
its  branches  comes  to  the  pattern  set  by  nature,  the  more 
satisfactory  will  be  the  results  achieved.  This  observation 
serves  as  a  much  needed  caution  to  instructors  in  grammar 
and  composition.  The  only  use  which  primary  education 
has  for  grammar  is  to  teach  the  pupils  a  correct  use  of  their 
mother  tongue.  The  study  of  grammar  is  only  a  means 
toward  an  end,  although  many  teachers  seem  to  treat  it  for 
its  own  sake  alone.  Diagraming,  analyzing,  and  the  appli- 
cation of  rules,  constitute  with  them  the  sum  total  of  their 
exercises.  Whether  such  teachers  follow  text-books  accord- 
ing to  the  synthetic  or  the  analytic  method,  my  objection  in 
such  cases  remains,  as  the  fundamental  principle  of  grammar- 
study,  as  stated  above,  is  neglected,  and  the  pattern  set  by 
nature,  ignored. 

The  use  of  the  mother  tongue  being  the  chief  aim,  a  young 
mother  teaches  her  infant  some  few  words  and  expressions 
for  which  there  is  an  immediate  use,  enlarging  gradually  the 
vocabulary  as  the  awakening  intellect  of  the  infant  will  justify. 
In  this  procedure  no  attempt  at  classification,  definition,  or 
explanation  of  rules,  is  made,  and  yet  the  child  may  learn  to 
talk  quite  fluently,  according  to  the  pattern  it  has  to  follow. 

Later,  on  entering  the  school  room,  the  child  finds  still 
better  opportunities  for  cultivating  its  capacity  in  expressing 
itself,  through  the  pattern  set  before  it  in  its  little  reading 
exercises,  by  having  to  answer  questions,  and  by  taking  a 
part  in  the  talks  between  teachers  and  pupils.  Thus  it  learns 
the  use  of  correct  language  in  a  measure  long  before  it  be- 
comes aware  of  the  existence  of  any  grammatical  rule. 

The  influence  of  habit  in  the  moral  and  intellectual  train- 
ing of  children  is  not  recognized  in  the  school  room  to  the 


316  SCHOOL  AND  FIRESIDE. 

degree  that  it  is  in  the  home  circle.  Most  of  the  activities 
of  every-day  life  are  performed  or  looked  upon  by  all  of  us 
more  or  less  according  to  habit;  so  that  the  application  of  an 
analytical  process  before  the  formation  of  certain  concept 
ideas,  conclusions,  intentions,  or  even  acts,  \vould  in  some 
instances  be  useless,  in  others  even  impossible.  We  talk,  in 
respect  to  pronunciation,  grammar,  and  ideas,  as  we  have 
become  accustomed,  and  only  on  particular  occasions  and  for 
special  reasons,  do  we  feel  the  necessity  of  arranging  our  ex- 
pressions in  stricter  compliance  with  established  rules.  The 
more  correct,  therefore,  our  first  impressions  have  been,  upon 
which  our  habits  have  gradually  been  formed,  the  more  for- 
tunate we  are  in  rinding  ourselves  in  harmony  with  the  in- 
structions that  are  obtained  later,  arid  a  comprehension  of, 
and  compliance  with  them,  will  then  be  so  much  the  easier. 

This  observation  finds  a  strong  application  in  the  study  of 
grammar.  Children  habituated  at  their  home  to  the  use  of 
correct  language  will  enter  the  school  room  much  better  pre- 
pared to  receive  and  express  ideas  than  others  deprived  of 
the  advantages  of  a  judicious  home  education.  For  sometime 
to  come  the  primary  teacher  pursues  his  course  along  the 
lines  which  nature  has  taught  the  intelligent  mother,  and 
makes  his  little  pupils  observe,  express,  remember,  reproduce 
the  simple  matters  presented  before  them.  There  is  a  great 
deal  of  oral  composition  already  going  on  in  those  primary 
classes,  which  is  soon  followed  by  suitable  work  in  writing, 
though  in  all  this  not  one  word  of  technical  grammar  is  given. 
The  little  ones  talk  and  write  as  they  see  others  do;  learn  to 
use  certain  words,  phrases,  sentences,  ideas,  and  forms  of 
speech  as  they  become  habituated  to  them,  and  may  acquire 
quite  an  efficiency  therein.  From  this  experience  it  becomes 
apparent  that  composition  should  not  only  accompany  all 
grammar  study,  but  actually  precede  it,  form  the  basis  of  it, 
and  be  the  final  aim  to  be  reached  by  it.  In  consequence  of 


SCHOOL  AND  FIRESIDE  3 1 7 

this,  the  heading1  of  this  chapter  should  read  Composition 
and  Grammar,  instead  of  following  the  common  usage. 

The  study  of  grammar  is  indulged  in  too  early  and  too 
much  in  our  public  schools.  Grammar,  as  such,  should  not 
commence  before  the  fifth  grade  of  the  present  graded  system, 
even  though  it  be  in  the  somewhat  modified  form  of  so-called 
"Language  Lessons,"  and  then  only  as  a  supplement  to  com- 
position. In  the  succeeding  grades  it  may  gradually  gain  on 
its  companion,  but  it  should  never  be  permitted  to  be  entire- 
ly separated  trom  it. 

The  art  of  composition,  that  is,  the  capacity  of  expressing 
one's  ideas  upon  a  given  subject  in  a  coherent,  logical,  and 
fluent  manner,  either  orally  or  in  writing,  is  one  of  those 
accomplishments  that  every  one  laying  claim  to  recognition 
in  intelligent  society,  or  desirous  of  pursuing  a  prosperous 
career,  must  possess  in  some  degree. 

The  school  and  fireside  are,  therefore,  deeply  interested  in 
the  cultivation  of  that  art,  and  only  where  each  supplements 
and  assists  the  other  in  this  direction  can  the  full  benefits 
accruing  from  this  study  be  realized.  Parents  can  aid  the 
teachers  by  setting  an  example  of  good  language  themselves; 
correcting  improper  expressions  in  style,  grammar,  or  spirit, 
on  the  part  of  their  children;  engaging  them  frequently  in 
elevating  and  instructive  conversations;  by  providing  them 
with  suitable  reading  matter;  by  encouraging  them  in  keep- 
ing private  journals;  by  attending  to  family  correspondence; 
and  by  getting  them  to  take  part  in  public  entertainments, 
such  as  Sunday  School,  Mutual  Improvement,  and  public 
school  exhibitions. 

The  cultivation  of  the  art  of  composition  in  the  school 
room  must  necessarily  assume  a  more  systematic  form,  for 
which  text-books,  furnish  suggestive  guidance.  But  there 
is  no  text-book  that  ever  can  or  ever  will  supply  a  teacher 
with  an  adequate  list  of  subjects  to  choose  from,  or  be  con- 


318  SCHOOL  AND  FIRESIDE. 

fined  to:  for  the  conditions  of  every  school,  as  regards  en- 
vironments and  efficiency,  vary  to  such  a  degree  that  text- 
book composition-work  becomes  flat  and  artificial. 

The  list  of  subjects  marked  out  by  a  teacher  for  composi- 
tion gives  a  pretty  fair  estimate  of  his  conception  of  the  work 
assigned  him.  Some  teachers  delight  in  effusions  on  senti- 
mental, literary,  or  philosophical  subjects;  others  give  prefer- 
ence to  narratives  and  descriptions;  others  again  see  in  trans- 
positions from  poetry  into  prose,  or  visa  versa,  or  in  reitera- 
tions of  lectures,  the  best  means  for  achieving  the  most  de- 
sirable results.  The  guiding  principles  for  chosing  subjects 
for  composition  should  be,  that  they  be  practical,  instruc- 
tive, and  within  the  range  of  the  pupils'  conception. 

All  the  scholastic  training  which  the  great  majority  of 
children  will  ever  get,  they  will  have  to  obtain  in  the  com- 
mon schools,  whence  they  must  issue  forth  to  the  various 
spheres  of  life  wherein  their  lot  may  be  cast.  This  fact  has 
to  be  kept  in  view,  and  whatever  is  taught  them  in  school 
can  only  lay  a  foundation  to  assist  them  in  preparing  them- 
selves for  the  requirements  of  practical  life. 

The  future  men  and  women  will  have  advertisements  to 
publish,  business  and  family  letters  to  write,  documents  to 
draw  up,  descripcions  and  reports  to  make,  speeches  to 
deliver,  etc.,  yet  these  and  similar  efforts  in  composition, 
every  citizen  of  a  free  country  should  be  sufficiently  prepared 
for,  and  not  be  under  the  necessity  of  employing  professional 
aid  for  such  common  place  work. 

There  is  in  some  instances  too  much  time  wasted  and  op- 
portunity lost  by  giving  subjects  of  a  philosophic  nature 
which  can  receive  only  an  exceedingly  superficial  treatment: 
the  pupils  in  such  cases  endeavor  to  cover  up  their  want  of 
depth  by  high-sounding  generalities. 

There  is  no  exercise  in  the  whole  school  curriculum  that 
offers  to  the  pupil  so  much  opportunity  for  thoroughly  prov- 


SCHOOL  AND  FIRESIDE.  3 1 9 

ing  his  mental  status  as  a  composition.  The  outward  appear- 
ance, cleanliness,  and  general  "make  up"  of  his  paper,  shows 
his  taste  and  sense  of  order;  his  writing  exhibits  his  progress 
in  penmanship  and  also  his  perseverance — the  latter  when 
the  last  lines  are  as  carefully  executed  as  the  first;  his  or- 
thography is  placed  on  record;  so  is  his  grammar;  his  style, 
even,  in  some  faint  original  points,  reveals  his  individual  in- 
clinations and  dispositions,  and  the  treatment  of  the  subject 
demonstrates  the  amount  of  his  knowledge  concerning  the 
subject  and  his  power  of  thought  in  general. 

Schiller  says:  "Willst  du  immer  weiter  schweifen,  see  das 
Gute  leigt  so  nah."  (Are  you  always  farther  roaming,  see 
the  good  that  lies  so  near.)  This  injunction  of  the  great 
German  poet  should  be  taken  to  heart  by  every  teacher  in 
selecting  subjects  for  composition.  If  composition  has  com- 
menced in  the  primary  grades  within  the  simple  range  of 
object-lessons,  it  is  a  pointer  for  teachers  in  the  succeeding 
higher  grades,  merely  to  expand  the  circle  of  observation  in 
every  direction.  Sound  education  never  intended  that  there 
should  occur  at  any  stage  of  development  a  cutting  loose 
from  the  known  moorings  of  thought,  and  a  drifting  into 
fanciful,  unreal,  unknown,  and  metaphysical  realm  ot  specu- 
lation. Nor  should  primary  instruction  enter  into  discussions 
of  open  questions  in  politics,  theology,  philosophy,  etc.  The 
environments  of  pupils  furnish  so  inexhaustible  a  supply  of 
subjects  of  a  mechanical,  a  mental,  a  moral,  and  a  social 
nature, — all  affording  wide  scopes  for  observation,  judgment, 
individual  opinion,  and  fluent  expression — that  any  choice  of 
subjects,  foreign  to  observation  and  outside  real  knowledge 
and  interest,  is  not  only  a  mere  waste  of  time,  but  amounts 
to  an  actual  injury  to  the  pupils. 

Arithmetic.  Arithmetic,  appealing,  as  it  does,  more  than 
any  other  study  save  reading,  to  the  requirements  of  practical 
life,  is  sometimes  suffered  to  exercise  over  scholastic  educa- 


320  SCHOOL  AND  FIRESIDE. 

tion  such  a  preponderating  influence  as  to  become  detrimen- 
tal to  the  development  of  the  mind  in  other  directions  just 
as  important,  and  too  often  create  an  impractical,  one-sided- 
ness  that  can  never  be  fully  compensated  for  by  mere  profi- 
ciency in  figures. 

To  appreciate  the  real  value  and  bearing  of  any  branch  of 
study,  and  to  assign  it  to  its  place  in  the  curriculum,  consti- 
tutes one  of  the  the  tests  of  a  teacher's  qualifications.  As 
in  all  reflective  studies,  the  mind  of  the  pupil  during  the  study 
of  this  branch  should  be  in  a  normal  condition.  It  should 
neither  be  wearied  by  preceding  studies  nor  yet  insufficiently 
settled  down  for  concentrated  attention,  as  at  the  beginning 
of  school  or  immediately  after  recess. 

The  time  is  still  vivid  in  the  memory  of  us  teachers  in  these 
western  regions,  when  pupils  pointed  with  pride  to  the  fact 
that  they  had  "worked"  so  and  so  many  pages  of  arithmetic 
in  one  day;  as  if  arithmetic  could  be  measured  by  pages,  as 
cloth  is  by  the  yard  or  potatoes  by  the  bushel. 

In  common  with  most  other  studies,  arithmetic  has  its 
legitimate  beginning  in  object-lessons.  Here  addition  and 
the  rest  of  the  elementary  steps  as  well  with  fractions  as 
with  integers,  are  illustrated  and  carried  on  by  objects. 
Numbers  with  their  corresponding  figures  and  signs  can  be 
used  rationally  only  after  the  operations  are  already  under- 
stood and  done  by  means  of  objects. 

The  keynote  for  all  operations  in  arithmetic  in  the  succeed- 
ing grades  is  thus  given: — in  the  first  grade  it  is  the  old  for- 
mula, the  concrete  must  precede  the  abstract.  I  am  aware 
that  this  is  in  contradiction  to  the  rule  of  many  leading  text- 
books on  arithmetic.  Most  of  these  have  been  compiled  by 
distinguished  mathematicians,  who  have  long  ago  forgotten 
that  they  once  were  boys  and  had  to  learn  abstractions  by  a 
long  course  of  abstracting;  men  who  by  reason  of  this  forget- 
fulness,  look  with  pity  upon  beings  still  assisting  themselves 


SCHOOL  AND  FIRESIDE.  321 

with  the  concrete,  and  so  maintain  that  real  intelligence  be- 
gins only  when  one  learns  this  in  the  abstract.  I  do  not  in- 
tend to  raise  here  an  issue  with  this  proposition  on  its  merits, 
but  allude  to  it  merely  for  the  purpose  of  stating  that  it 
should  not  be  brought  up  as  an  argument  in  favor  of  the  ab- 
stract preceding  the  concrete  in  teaching  arithmetic  in  the 
common  schools.  As  a  preparation  tor  a  course  in  higher 
mathematics,  the  predominance  of  the  abstract  is  justifiable 
and  proper,  but  as  more  than  ninety  per  cent  of  our  common 
school  population  will  never  have  an  academic  or  even  a  high 
school  course,  they  have  to  be  satisfied  with  the  opportuni- 
ties that  primary  education  afford.  These  opportunities  are, 
however,  modified  and  curtailed  by  various  influences,  to  such 
an  extent  as  to  be  reduced  in  point  of  practical  utility,  to  a 
minimum.  This  condition  of  affairs  enjoins  upon  primary 
education  the  duty  of  giving  to  its  pupils  as  practical  a  train- 
ing in  arithmetic  as  the  necessities  of  their  future  spheres  in 
life  peremptorily  demand. 

The  mechanical  training  in  counting, -and  the  meaningless 
learning  of  the  multiplication  table,  indulged  in  by  many 
parents  before  their  little  ones  are  capable  of  comprehending 
anything  about  it,  ranks  with  the  absurdity  of  the  alphabet- 
stuffing  spoken  of  in  the  chapter  on  Reading.  Parents  will 
consult  the  better  interests  of  their  children  and  bestow  a 
favor  upon  teachers,  by  letting  counting  and  multiplication 
table  alone  so  far  as  the  little  ones  are  concerned,  at  least, 
until  the  latter  request  their  assistance  in  repeating  their 
lessons  from  the  school. 

It  is  very  gratifying  to  notice  the  increasing  number  ot 
teachers  in  all  primary  stages  of  arithmetical  studies,  who 
choose  their  problems  from  the  environments  of  their  pupils 
instead  of  mechanically  following  the  text-book. 

Frequent  drills  in  mental  work  stand  in  the  same  relation- 
ship to  arithmetic  that  voice  drill  and  pronunciation  exercises 


322  SCHOOL  AND  FIRESIDE. 

do  to  reading;  for  every  kind  of  arithmetical  operation  a 
model  form  should  be  given  by  the  teacher,  explained  and 
analyzed  by  him,  copied  and  analyzed  by  the  class  after  the 
model,  and  applied  to  all  similar  problems.  After  complete 
familiarity  with  the  step  has  been  obtained  by  the  class, 
privilege  should  be  given  to  the  pupils  to  solve  such  prob- 
lems in  any  other  way  they  can  think  of. 

Practical  business  men  frequently  get  better  results  than 
do  professed  students  in  mathematics.  While  the  former 
get  quickly  at  results  by  the  application  of  a  simple  rule, 
the  latter  are  toiling  through  the  meshes  of  a  round  about 
analysis. 

There  is  no  disparagement  intended  of  the  analytical  pro- 
cess, which  is  the  very  keystone  of  all  mathematics;  but 
it  is  urged  that  the  advantages  of  practical  contrivances 
in  arithmetic,  by  which  quick  and  reliable  results  can  be  ob- 
tained, should  not  be  withheld  from  the  pupil.  The  recog- 
nized principle  of  cancellation,  for  instance,  is  an  illustration 
of  my  pleading. 

Some  suggestions  I  venture  to  submit  to  the  consideration 
of  my  fellow  teachers  for  guidance  in  conducting  their 
arithmetic  lessons;  in  order  to  make  them  as  practical  as 
possible. 

All  examples  consist  of  (i)  a  problem,  (2)  a  proposition,  (3) 
process  of  solution,  and  (4)  an  answer. 

If  the  problem  is  taken  from  the  text-book,  a  number  in- 
dicating it,  is  sufficient. 

The  proposition  should  be  formulated  according  to  arith- 
metical terms. 

The  process  of  solution  should  be  always  self-explanatory 
and  should  be  drawn  up  in  a  business  like  form.  Results  ot 
addition,  subtraction,  multiplication,  and  division,  in  complex 
examples  may  be  inserted  after  having  been  obtained  by 
marginal  calculation. 


SCHOOL  AND  FIRESIDE.  323 

The  answer  should  always  be  a  complete  statement. 

These  principal  parts  ot  the  example  ought  to  be  separated 
by  lines.  All  examples  should  be  arranged,  drawn  up,  and 
written  on  business-like  principles,  even  in  the  primary 
classes,  so  as  to  cultivate  the  principles  of  precision,  order, 
and  reliability,  so  indispensable  in  all  business  affairs. 

Frequent  reviews  in  the  form  of  promiscuous  examples, 
covering  indiscriminately  the  whole  range  of  arithmetic  as 
far  as  the  class  has  gone,  offer  the  best  opportunity  tor  appli- 
cation of  the  arithmetical  knowledge  thus  far  gained. 

There  is,  occasionally,  too  much  time  wasted  by  trifling 
with  catch  examples  that  have  no  bearing  upon  practical  life, 
and  are  like  acrobatic  performances  in  arithmetic. 

A  wide-awake  teacher  will  never  be  at  a  loss  to  find  mater- 
ial for  illustrations  of  arithmetical  principles  from  the  subject 
matter  presented  to  the  pupils  in  other  branches  of  study, 
physical  geography  for  instance. 

Geography.  Although  as  an  empirical  science  it  is  subject 
to  the  changes  of  conditions  and  material  which  political 
events,  physical  causes,  and  scientific  discoveries  may  bring 
about,  geography  rests  in  the  main  upon  a  basis  of  perman- 
ent principles. 

Slowly  have  the  advantages  to  be  derived  from  this  study 
dawned  upon  parents.  The  wide-spread  ignorance  in  regard 
to  its  nature  and  importance  was  too  often  re-enforced  by 
unsurmountable  indifference  as  to  its  value,  or  open  protesta- 
tions as  to  its  uselessness.  But  that  day  is  happily  past;  and 
with  the  steady  growth  in  the  appreciation  of  its  usefulness, 
other  questions  arise  demanding  earnest  consideration,  in 
order  to  secure  to  it  such  a  place  in  the  school  room  as  its 
importance  demands. 

The  study  of  geography  begins  with  object  lessons  and 
may  receive  some  partial  attention  already  in  the  Kindergar- 
ten. The  family  circle  also  comes  in  for  its  share  in  the  work 


324  SCHOOL  AND  FIRESIDE. 

of  preparation,  by  relating  to  the  child  stories  of  travels, 
showing  and  explaining  pictures  of  interesting  localities,  ex- 
hibiting curious  objects  from  foreign  lands,  and  visiting 
menageries,  panoramas,  and  similar  exhibitions.  Children 
themselves  are  constantly  storing  up  geographical  knowledge 
by  becoming  familiar  with  the  application  of  geographical 
terms,  as  points  of  the  compass,  the  changes  of  seasons,  the 
names  of  mountains,  localities,  etc. 

Provided  with  such  a  foundation  of  geographical  material, 
the  child  is  sufficiently  prepared  to  enter,  during  the  second 
or  third  year  of  his  regular  school  life,  upon  a  more  system- 
atic course.  Then  it  is  that  in  many  instances  a  serious  mis- 
take is  made,  a  mistake  which,  because  of  the  force  of  the 
first  impressions,  too  often  spoils  the  taste  for  the  study  of 
geography  during  the  remainder  of  school-lite.  That  sound 
educational  principle,  viz:  that  we  must  proceed  gradually 
from  the  known  to  the  unknown,  a  principle  carefully  ob- 
served during  object-lesson  training,  is  suddenly  abandoned 
with  the  adoption  of  the  text-book,  and  names,  terms,  local- 
ities, statistics,  persons,  events, — things  tar  beyond  the 
horizon  of  actual  observation  and  clear  comprehension, — are 
introduced  in  bewildering  heterogeneity.  To  make  up  for 
this  sudden  deviation  from  the  rational  and  natural  course  of 
procedure,  illustrations  are  occasionally  used,  but  the  lesson 
has  ceased  to  be  a  living  affair  as  it  used  to  be  in  the  Kin- 
dergarten and  object-lesson  exercises. 

The  first  stage  of  systematic  instruction  in  geography  re- 
quires no  text-book.  The  school  room  is  the  first  object  to 
be  treated  geographically.  The  determining  of  the  points  of 
the  compass,  the  illustration  of  the  difference  between  a 
picture  and  a  map,  the  description  of  other  school  rooms, 
from  the  poorest  kind  to  the  most  magnificent,  constitute  the 
first  step.  In  harmony  with  this  course  the  school  building, 
its  surroundings,  the  streets  leading  to  it,  the  whole  town  or 


SCHOOL  AND  FIRESIDE.  325 

the  near  portions  of  it,  the  neighborhood,  mountains,  rivers,  . 
great  buildings,  are  treated  in  the  same  manner  in  succes- 
sion, until  the  geographical  horizon  has  become  sufficiently 
enlarged,  to  be  considered  as  having  supplied  experience, 
observation,  and  geographical  thought  enough  for  entrance 
into  the  next  higher  grade.  During  the  course  in  this  grade 
the  use  of  the  sand  table  is  urgently  recommended. 

No  careful  teacher  will  fail  to  gather  collections  of 
geographical  illustrations,  sketches,  and  pictures,  (cuts  from 
newspapers  and  magazines,  for  instance,)  and  to  have  them 
classified,  duly  labeled,  registered,  and  placed  in  a  scrap 
book;  this,  if  supplemented  by  a  cabinet  of  zoological,  botan- 
ical, geographical,  and  industrial  specimens,  will  constitute  a 
school  property  of  ever-increasing  value,  although  it  may 
not  have  cost  the  district  a  cent,  consisting  entirely  of  vol- 
untary contributions  by  the  pupils'  friends  and  the  patrons 
of  the  school. 

The  methods  of  teaching  geography  in  the  higher  grades 
is  open,  in  some  instances,  to  the  objection  that  text-books 
are  followed  too  closely.  In  these  grades  no  geography 
teacher  should  be  seen  before  his  class  with  a  text-book. 
Whether  in  topographical,  physical,  or  mathematical  geo- 
graphy, a  teacher  should  use  the  text-book  for  the  purpose 
of  reference  only.  His  plan,  showing  the  kind  and  amount 
of  subject-matter,  and  mode  of  teaching,  ought  to  be  more 
or  less  original  with  him. 

In  many  respects  the  three  grand  divisions  of  geography 
are  intersecting,  augmenting,  and  supplementing  each 
other;  and  none  can  be  treated  entirely  independent  of  the 
other. 

Some  leading  newspaper  should  be  on  hand  at  geography 
lessons,  so  that  the  geographical  items  of  places  or  countries 
spoken  of  in  the  respective  issue,  can  be  explained  and 
located. 


326  SCHOOL  AND  FIRESIDE. 

Maps  covered  with  a  multitude  of  details  in  large  and  small 
print  have  a  tendency  to  weaken  the  impression  of  the  real 
geographical  forms  which  it  is  intended  to  make  upon  the 
mind;  hence  outlined-maps  are  preferable  for  direct  class  use, 
while  the  former  kind  may  answer  for  reference,  and  prepar- 
ation. Drawing  of  outline  maps  should  be  conducted  so  sys- 
tematically as  to  enable  any  pupil  to  compile  a  complete  out- 
line atlas  of  his  own,  in  which,  however,  not  a  single  word, 
name,  or  letter  should  appear,  and  yet  the  student  should  be 
able  to  explain  every  geographical  item  represented  there. 
The  construction  of  relief-maps  by  pupils  is  also  productive 
of  much  good.  Every  student  in  these  grades  should  be 
trained  in  giving  illustrative  demonstrations  of  the  leading 
features  in  mathematical  geography,  as  for  instance,  the 
motions  of  the  earth,  sun,  and  moon,  of  the  eclipses,  the 
seasons,  and  the  planetary  system. 

For  a  complete  review,  or  self-examination,  concerning 
the  amount  of  knowledge  of  any  given  country,  the  subjoined 
general  schedule  is  suggested. 

General  Schedule. 

Name. 

Definition. 

Derivation. 

Pronunciation. 
Location. 

On  the  globe. 

On  the  maps. 

According  to  zones. 

According  to  longitude  and  latitude. 

Direction  from  the  school  room  and  average  distance, 
Boundaries. 

According  to  points  of  compass. 

Natural. 


SCHOOL  AND  FIRESIDE.  327 

Political. 

S7--V' 
<^j  i  fjt- . 

By  comparisons. 
By  square  miles. 
Form, 

Kinds  (island,  peninsula,  etc.) 
By  comparison  with  other  objects. 
By  maps  and  sketches. 

Surface* 

Land. 

Mountains  (kinds,  parts,  and  characteristics.) 

Plains,  (kinds,  phenomena,  use.) 
Water. 

Standing,  (kinds,  uses,  phenomena,  parts.) 

Running,  [kinds,  parts,  uses,  phenomena.] 
Climate. 

In  respect  to  hygiene. 

In  respect  to  meteorology. 

Natural  Products. 
Animal  kingdom. 
Vegetable  kingdom. 
Mineral  kingdom. 

Inhabitants. 

Number. 

Races. 

Grade  of  civilization. 

Languages. 

Religions. 

Chief  occupations. 

Customs  and  habits. 
Government. 

Form,  [monarchial  or  republican.] 

Nature,  [despotic,  liberal,  oligarchical,  etc.] 


328  SCHOOL  AND  FIRESIDE. 

Prominent  Places. 

In  commerce  and  industry. 

Capital  cities. 

In  science,  art,  and  mechanism. 

In  history. 
Prominent  Men  and  Events. 

By  this  schedule  any  one  can  examine  himself  in  order  to 
discover  the  exact  amount  of  knowledge  he  has  of  any  given 
country. 

U.  S.  History.  History  is  the  twin  sister  of  geography,  as 
neither  can  be  taught  successfully  without  the  aid  of  the  other, 
General  history  not  being  considered  essential  in  the  gram- 
mar grade  of  primary  education  has  been  placed  on  the  list 
of  optional  studies  and  is  represented  in  the  regular  curricu- 
lum by  United  States  History.  This  is  a  wise  provision,  in- 
asmuch as  giving  precedence  to  the  history  of  one's  native 
land  is  in  conformity  Avith  the  principle  of  synthetic  progress. 
Historical  impressions  have  their  origin  at  the  fireside,  where 
sketches  from  the  lives  of  the  members  ©f  the  family,  of 
friends,  or  neighbors  are  to  the  child  the  first  sign-posts 
pointing  to  regions  beyond  its  own  self. 

This  ever-widening  circle  of  acquaintance  with  the  lives 
and  affairs  of  other  people  embraces,  eventually,  the  school 
room,  where  the  kind  of  impressions  thus  far  received  con- 
stitute the  material  which  the  teacher  has  to  take  into  an 
account,  either  as  useless  or  even  base  rubbish  to  be  re- 
moved, or  as  valuable  material  to  be  used  whenever  avail- 
able. 

The  fireside  is  the  prototype  of  the  father-land.  The  love 
of  home  is  the  germ  of  patriotism. 

The  school  recognizes  these  facts  and  endeavors  to 
strengthen  the  ties  that  should  unite  school  and  fireside  in 
concerted  action  to  prepare  the  rising  generation  for  honor- 
able citizenship. 


SCHOOL  AND  FIRESIDE.  329 

The  study  of  history  should  proceed  along  rational  lines. 
The  promiscuous  and  incidental  form  in  which  historical  im- 
pressions were  made  at  first  is  succeeded  by  the  more  sys- 
tematically arranged  stories  about  the  school,  native  place, 
and  characteristics  and  events  from  the  life  of  prominent  per- 
sons already  known  to  the  children  either  in  person  or  by 
reputation. 

The  next  step  will  be  to  study  history  of  the  native  state 
with  continual  reference  to  the  fact,  that  it  is  a  member  of 
the  great  sisterhood  of  states.  Patriotic  songs  and  recita- 
tions; pictures;  emblems;  processions  on  great  public  occa- 
sions; reverence  for  the  flag  of  our  country,  for  national 
monuments  and  memorial  days;  occasional  reminders  of  the 
great  men  and  events  in  our  nation's  history,  are  some  of  the 
features,  and  the  cultivation  of  genuine  patriotism  by  train- 
ing in  public  spirit,  unselfish  devotion,  obedience  to  its  in- 
stitutions— these  are  the  chiet  aims  in  the  study  of  United 
States  History. 

Hygiene.  "Man  know  thyself,"  is  an  injunction  which  no 
intelligent  being  can  afford  to  ignore.  Failure  or  neglect  in 
this  respect  leaves  man  a  prey  to  the  uncertain  conditions  of 
chance,  dependent  upon  the  opinions  of  others,  a  victim  to 
superstition  and  quackery,  and  deprives  him  of  one  of 
the  most  potent  incentives  to  virtue.  These  facts  are  voices 
of  warning  to  the  home  and  the  school,  of  which  both  will 
have  to  take  heed  in  order  to  avoid  responsibilities  that  could 
not  otherwise  be  met  successfully. 

I  venture  to  say  that  in  all  civilized  communities,  exclusive 
of  the  tenement  districts  and  hovels  of  misery,  crime,  and 
squalor  in  many  of  our  large  cities,  far  more  infants  die  or 
contract  diseases  leading  to  imbecility  or  premature  death, 
than  would  be  the  case  if  proper  hygienic  precautions  were 
taken.  Prevention  is  better  than  cure,  is  an  old  adage. 
Fresh  air,  eating  and  drinking  regulated  according  to  the 


330  SCHOOL  AND  FIRESIDE. 

principles  of  the  Word  of  Wisdom,  healthful  exercise,  loose 
clothing,  regular  hours,  a  cheerful  and  contented  spirit,  clean- 
liness, etc.,  are  some  of  the  antidotes  for  disease.  But  not- 
withstanding all  these  precautions,  there  are  still  agencies  at 
work  which  are  traceable  in  some  instances  to  ancestry, back 
into  the  "third  or  fourth  generation."  If  thou  art  so  unfor- 
tunate as  to  be  the  possessor  of  such  an  heritage,  live  it  down 
by  a  virtuous  and  well  regulated  life,  that  the  course  may 
not  descend  to  thy  posterity.  There  is  no  need  that  thou 
shouldst  fall  heir  to  the  responsibility  of  it  too. 

High  life,  late  hours,  perpetual  worry  about  business,  con- 
tinual rounds  of  pleasure  and  excitement,  leaving  the  sacred 
duties  of  maternal  cares  to  hired  help,  over-indulgence  of 
children's  whims  and  appetites,  and  neglect  of  the  simplest 
hygienic  laws,  are  some  of  the  evils  that  beset  home  educa- 
tion. The  diffusion  of  sounder  educational  principles  through 
the  press  and  the  labors  of  devoted  educators,  strengthen 
the  hope  for  a  better  condition  of  affairs  in  this  respect,  and 
for  a  consequent  amelioration  of  the  physical  and  moral  con- 
dition of  mankind. 

It  is  the  school,  however,  above  all  other  sources,  which 
the  fireside  has  to  depend  upon  for  instruction  and  guidance 
in  regard  to  this  all  important  subject.  To  assist  the  school 
in  the  performance  of  this  mission,  school  laws  provide  in 
some  shape  or  other  for  sanitary  instructions  in  all  public 
schools.  Physical  culture,  gymnastics,  military  drill,  lessons 
in  hygiene,  and  healthful  amusements,  are  receiving  more 
careful  attention  and  systematic  treatment,  so  that  a  basis 
for  higher  physical,  moral,  mental,  and  spiritual  development 
may  be  secured  and  mankind  be  brought  nearer  to  the  ulti- 
mate designs  of  our  Heavenly  Father  in  regard  to  the  human 
family. 

Several  important  features  of  hygienic  education  have  been 
alluded  to  already  in  this  treatise,  to  one  of  which  I  desire 


SCHOOL  AND  FIRESIDE.  331 

to  refer  again  here  for  the  purpose  of  emphasizing  its  impor- 
tance. There  should  be  a  matron  connected  with  every 
school,  to  instruct  the  girls  in  such  hygienic  and  moral  ques- 
tions as  pertain  particularly  to  the  mission,  welfare,  and  re- 
sponsibilities of  their  sex.  A  male  teacher  should  perform 
corresponding  duties,  and  similarly  instruct  the  .boys  and 
young  men.  These  instructors  should  be  persons  of  experi- 
ence, of  acknowledged  purity  of  head  and  heart,  and  be  filled 
with  the  Spirit  of  God;  for  those  instructions  require  great 
delicacy  of  treatment,  and  clear  discernment. 

The  terrible  curse  of  secret  vices,  of  flippant  and  impure 
talk  and  language  among  the  youth;  of  obscene  pictures;  of 
questionable  and  sensational  stories  and  publications;  of  un- 
controlled associations  and  companionships  among  the  youth 
of  both  sexes,  are  the  evils  which  sound  education  has  the 
mission  to  counteract  and  eventually  to  overthrow  in  order  to 
prepare  a  people  worthy  to  meet  the  Prince  of  Peace  at  His 
second  coming. 

Optional  Studies. 

The  difference  between  the  so-called  essential  and  the 
optional  studies  in  primary  education  is  not  so  much  one  of 
value  as  of  expediency.  It  is  true  that  the  former  provide 
information  not  only  available  but  actually  indispensable  in 
every  sphere  of  life;  while  the  advantages  derived  from  the 
pursuit  of  the  latter  are  either  mostly  confined  to  special  con- 
ditions of  life,  or  their  value  consists  in  the  refining  and  ele- 
vating influence  which  they  exercise  over  the  mind. 

If  life  were  simply  a  struggle  for  existence,  and  the  mission 
of  education  consisted  in  furnishing  the  necessary  knowledge 
for  carrying  on  this  struggle,  the  '  'essential"  studies,  appeal- 
ing more  directly  to  the  material  interests  in  a  general  way, 
would  constitute  the  exclusive  curriculum  of  primary  schools, 
while  "optional"  studies,  as  a  superfluous  luxury,  would  be 


332  SCHOOL  AND  FIRESIDE. 

relegated  to  "private"  institutions,  for  those  that  could  afford 
to  indulge  in  them. 

This  view  is  not  fancy,  but  has  been  honestly  maintained 
by  many  as  the  true  basis  of  primary  education.  "I  do  not 
want  intelligent  but  practical  and  obedient  subjects,"  said 
Francis  I,  emperor  of  Austria,  in  reply  to  some  proposi- 
tions to  advance  the  cause  of  general  education  among  his 
people. 

The  scope  of  useful,  refining,  and  ennobling  knowledge 
should  be  enlarged  in  proportion  to  the  capacities,  environ- 
ments, and  aspirations  of  the  pupils,  so  that  the  road  to  the 
highest  possible  mental  development  may  be  open  to  every 
child.  The  French  adage,  that  every  soldier  carries  the 
marshal's  staff  in  his  knapsack,  corresponds  with  the  Ameri- 
can saying,  that  the  road  to  the  White  House  is  open  to 
every  citizen.  The  principles  of  true  primary  education 
underlie  these  sayings. 

General  History  occupies  the  most  conspicuous  place  among 
the  optional  studies  on  account  of  its  wide  adaptability  and 
because  it  is  a  natural  sequence  to  the  study  of  U.  S.  history. 
The  great  improvements  in  the  methods  of  its  treatment 
have  brought  General  History  into  closer  connection  with 
the  spirit  and  tendencies  of  modern  education.  The  old 
methods  of  treating  this  study  as  a  mere  record  of  dynasties, 
wars,  and  political  changes,  have  been  superceded  by  the 
introduction  of  analytical,  comparative,  and  "culturhistori- 
cal"  features,  thereby  giving  it  the  character  of  a  true 
science,  and  placing  it  among  the  most  potent  factors  in  edu- 
cation. 

Domestic  Science  has  been  consolidated  into  a  regular  study 
at  a  very  recent  date.  Its  branches  and  applications  were 
formerly  either  over-looked  altogether  or  were  scattered 
among  the  studies  of  physics,  chemistry,  and  the  natural 
sciences.  Its  practical  tendencies,  however,  have  not  only 


SCHOOL  AND  FIRESIDE.  333 

secured  to  itself  a  permanent  place  among  the  optional 
studies,  but  promise  to  put  this  study  ahead, until  it  shall  be 
recognized  as  an  indispensable  feature  of  primary  education, 
and  have  its  place  assigned  in  the  regular  curriculum  of  our 
common  schools. 

Sloydwork  for  boys,  ladies'  work  for  girls,  and  hygienic 
lessons,  are  already  the  precursors  of  a  system  by  which 
many  dangerous  and  objectionable  tendencies  of  modern 
education  will  be  counteracted  and  the  labors  of  the  school 
be  brought  into  closer  relationship  with  the  requirements  of 
home-life. 

Physical  Culture.  As  much  as  the  study  of  physical  culture 
is  to  be  urged  for  merely  hygienic  reasons,  there  are  yet 
other  aims  and  benefits  to  be  obtained  from  its  pursuit.  It 
gives  variety  to  the  exercises  of  scholastic  life,  it  invigorates 
the  bodily  functions,  and  wards  off  many  evils  that  accrue 
to  the  youth  from  too  close  confinement  and  protracted 
mental  application.  Although  it  may  not  be  the  task  of 
physical  culture  in  primary  education  to  cultivate  Chester- 
fieldian  and  Delsartian  accomplishments,  the  capacity  to  use 
the  body  in  a  natural,  easy,  and  graceful  manner  is  of  much 
psychological  value  in  exercising  a  refining  and  elevating  in- 
fluence upon  the  mind. 

Parents  should  encourage  physical  culture  not  only  by  sus- 
taining the  efforts  of  the  school  in  this  direction  from  the 
Kindergarten  upwards  to  the  higher  grades,  but  also  by  giv- 
ing their  children  frequent  opportunity  for  practical  applica- 
tion in  every  day  life.  Politeness,  refinement  in  manners, 
and  moral  self-respect  are  some  of  the  benefits  that  will  be 
secured  for  the  rising  generations  through  the  cultivation  ot 
this  branch  of  study. 

Singing.  The  Scriptures  point  to  a  scene  enacted  in 
heaven  "when  the  foundations  of  the  earth  were  laid"  and 
"the  morning  stars  sang  together."  From  the  days  of  Jubal, 


334  SCHOOL  AND  FIRESIDE. 

"the  father  of  all  such  as  handle  the  harp  and  organ,"  to 
Beethoven,  the  composer  of  the  "Ninth  Symphony,"  and  to 
Richard  Wagner  the  originator  of  the  'Music  of  the  Future," 
man  upon  earth,  whether  following  the  drum  and  fife  in 
fratricidal  warfare,  or  worshiping  under  the  soul-inspiring 
tones  of  the  hundred-voiced  organ,  has  submitted  to  the  en- 
trancing influence  of  the  "Divine  Art."  Grecian  mythology 
is  full  of  poetic  legends,  illustrative  of  the  power  of  music; 
and  the  churches  from  the  days  of  the  Psalmist  to  the  grand 
masses  in  cathedrals,  have  recognized  in  vocal  music  the 
strongest  incentive  to  devotion. 

Education,  in  consideration  of  all  these  and  similar  facts, 
uses  vocal  music  as  one  of  the  most  potent  factors  in  the 
training  of  the  youth.  The  school  laws  of  Switzerland  make 
singing  not  only  a  prominent  but  also  an  obligatory  study  in 
every  school;  and  in  Germany  no  teacher  of  the  elementary 
grade  can  obtain  a  certificate  unless  he  shows  some  degree 
of  efficiency  in  teaching  singing.  Even  in  our  country  it  is 
understood,  that  at  least  Kindergartnerins  shall  possess  the 
ability  to  conduct  singing  exercises. 

Our  public  schools,  Sunday  schools,  Primaries,  and  Mutual 
Improvement  Associations,  are  putting  forth  praiseworthy 
efforts  in  giving  vocal  music  sufficient  attention  to  popular- 
ize it  more  and  more.  The  progress  which  congregational 
singing,  especially  when  led  and  assisted  by  a  well  trained 
choir,  is  making  in  our  worshiping  assemblies,  is  also  a  step 
in  the  right  direction.  The  impetus  which  the  celebrated 
Tabernacle  choir  of  Salt  Lake  City  is  giving,  is  felt  already 
to  a  greater  or  less  extent  throughout  all  the  stakes  of  Zion. 
"Wo  man  singt  da  lass  dich  ruhig  nieder,  bcese  Menschen 
haben  kein  Lied."  (Where  they  sing,  there  settle  down  in 
peace;  wicked  people  have  no  song.)  These  words  of  Schiller 
are  like  milestones  on  the  road  to  happiness.  Flowers  at  the 
windows  and  songs  around  the  hearth, are  the  ensigns  of  con- 
tented homes. 


SCHOOL  AND  FIRESIDE.  335 

Ladies'  Work.  This  branch  of  study  for  girls  is  emerging 
very  gradually  from  the  narrow  limits  within  which  it  has 
been  confined.  The  comprehension  of  its  purposes  did  not 
extend,  in  some  cases,  beyond  needlework,  and  even  that  con- 
sisted too  often  in  mere  fancy-work,  while  the  requirements 
for  the  duties  of  domestic  life  were  entirely  overlooked.  The 
vanity  of  teachers  to  make  a  fine  show,  stimulated  by  the 
general  ignorance  of  the  public  in  this  respect,  has  been  the 
chief  obstacle  in  reforming  this  department  and  placing  it 
upon  a  more  comprehensive  and  practical  basis. 

The  aims  of  the  Ladies'  Work  Department  do  not  consist 
merely  in  getting  up  embroideries  and  similar  specimens  of 
fancy-work  for  exhibitions  or  for  birthday  presents:  they 
have  their  starting  points  in  practical  work  of  the  simplest 
kind  that  may  be  called  for  in  the  every-day  occurrences  of 
domestic  life.  It  is  not  alone  the  needle  and  the  scissors,  but 
also  the  broom,  the  bread-pan,  the  stove,  the  bed,  the  nursery, 
and  the  sick  room,  that  claim  the  attention  of  this  depart- 
ment in  its  various  grades.  Talks,  readings,  and  conversa- 
tions on  domestic  subjects,  conducted  under  the  influence  of 
the  Spirit  of  God,  should  enhance  the  mechanical  work  and 
give  it  pointers  for  judicious  application  in  practical  life. 

Mothers  should  consider  it  their  duty  tu  manifest  a  warm 
interest  in  the  conduct  of  this  department  and  to  render  all 
possible  assistance  to  the  teachers  by  furnishing  necessary 
material,  giving  their  daughters  frequent  opportunities  for 
practical  application,  and  by  conversing  with  them  on  the 
topics  presented  to  them  by  the  teachers.  The  days  of  the 
girl  singing  at  the  piano  "Who  will  care  for  mother  now," 
while  that  maternal  relative  is  working  around  the  stove  or 
at  the  wash  tub,  are  rapidly  passing  away. 

Drawing.  The  time  is  not  far  distant  when  a  certain  de- 
gree of  efficiency  in  drawing  will  be  considered  as  essential 
in  general  education  as  the  art  of  writing.  Drawing  is  the 


336  SCHOOL  AND  FIRESIDE. 

capacity  to  perform  concepts  of  objects  and  to  produce  them 
visible  to  the  eye.  There  is  no  sphere  of  activity  or  of  oc- 
cupation where  this  accomplishment  could  not  be  available 
or  could  be  dispensed  with  entirely.  Drawing-  is  language 
expressed  in  forms.  The  ideographic  representations  on 
rocks,  put  there  by  savages,  are  as  much  the  expressions  of 
his  thoughts,  feelings,  and  grade  of  intelligence,  as  the 
scraggy  sketches  with  which  urchins  often  ornament  walls 
and  fences  in  our  towns. 

Every  teacher  recognizes  the  impossibility  of  successfully 
demonstrating  many  ideas  without  the  help  of  illustrations 
on  the  board,  which  for  the  sake  of  recollection  and  future 
reference  ought  to  be  reproduced  in  the  notebooks  of  the 
pupils. 

The  leading  principles  in  drawing,  as  for  instance,  classifi- 
cation of  forms,  outlining,  perspective,  and  shading,  should 
become  familiar  to  every  pupil  in  school.  The  old  habit  of 
drawing  from  copies,  or  "picture  making,"  is  now  gradually 
superceded  by  the  cultivation  of  the  power  of  observation  of 
real  objects,  drawing  from  nature.  This  is  a  more  rational 
course,  one  by  which  the  pupil's  capacity  or  inclination  can 
be  ascertained  and  he  be  given  an  opportunity  in  the  direc- 
tion of  "natural  selection." 

Taste,  observation,  and  perseverance,  are  some  of  the 
psychological  results  arising  from  the  study  of  drawing,  be- 
sides this  study  furnishes  inexhaustible  material  for  self-en- 
tertainment. 

The  artisan  and  mechanic  will  become  more  efficient  in 
his  occupation,  and  the  family  circle  will  derive  much  amuse- 
ment as  well  as  practical  benefit  from  this  accomplishment  to 
which  the  school  has  given  the  start,  and  the  home,  oppor- 
tunities for  practice. 

BRANCHES   OF   SECONDARY    ECUCATION. 
That  secondary,  or  higher  education,  is  ian   indispensable 


SCHOOL  AND  FIRESIDE.  337 

factor  in  civilization,  goes  without  saying.  By  it  are  gener- 
ated the  forces  which  maintain  the  religious,  political,  scien- 
tific, and  all  other  relationships  ot  civilized  society,  and  also 
those  forces  which  are  engaged  in  solving  new  problems, 
and  preparing  for  new  emergencies,  forces  which  stimulate 
individual  effort  to  emulate  and  excel  the  excellencies  of  the 
past,  thereby  creating  standards  of  progress  from  which  the 
leading  spirits  of  the  age  can  take  their  bearings  and  change 
the  natural  inertia  of  the  masses  into  well  directed  activity. 

Human  society  is  to  a  greater  degree  indebted  to  higher 
education  than  it  is  willing  to  admit  or  able  to  realize.  In 
consequence  of  this  general  want  of  appreciation,  higher 
studies  are  looked  upon  by  some  people,  not  only  as  a  com- 
parative luxury,  but  even  as  something  to  be  watched  with 
distrust.  They  pretend  to  despise  or  ridicule  such  pursuits, 
declare  and  compare  them  with  the  amount  of  muscular  labor, 
hours  of  daily  toil,  and  material  results  derived  from  their 
own  occupation.  Just  as  well  try  to  measure  astronomical 
distances  with  a  yardstick,  or  to  carry  on  chemical  and  physi- 
cal experiments  on  the  kitchen  stove. 

The  praiseworthy  ambition  of  many  of  our  young  people 
to  obtain  as  much  of  a  higher  education  as  can  be  brought 
within  their  reach,  has  led,  however,  in  some  instances,  to 
extremes  that  have  given  color  of  justification  to  the  criti- 
cisms alluded  to  above.  When,  with  the  attainment  ot  a 
higher  education,  a  corresponding  self-conceit  is  engendered 
in  the^minds  of  young  people,  or  a  contempt  for  mechanical 
labor  begins  to  manifest  itself  within  them,  or  the  idea 
springs  up  that  their  education  places  them  above  their  less- 
favored  companions  and  entitles  them  to  more  marked  con- 
sideration— then  it  truly  proves  a  detriment,  having  stunted, 
rather  than  assisted,  them  in  their  real  intellectual  growth. 
In  such  cases  no  expertness  in  particular  directions  can  com- 
pensate for  the  loss  of  true  nobility  of  soul;  especially  as 


338  SCHOOL  AND  FIRESIDE. 

higher  education  furnishes  such  plentiful  means  for  attaining 
this  latter  quality  also. 

At  this  juncture,  however,  the  author  enters,  not  without 
reluctance,  his  "Take  heed"  to  the  tendency  manifesting  it- 
self even  among  our  people,  to  "over  educate."  If  education 
meant  simply  the  gaining  of  true  knowledge  and  the  training 
in  its  practical  application,  over-education  would  be  a  con- 
tradiction of  terms,  as  no  one  can  get  too  much  truth,  nor 
become  too  expert  in  applying  it;  but  education,  as  under- 
stood by  many,  the  securing  of  the  best  chances  in  life,  the 
attainment  of  the  most  remunerative,  comfortable,  and  con- 
spicuous positions, — education  trom  this  point  of  view  can 
be  overdone.  And  it  is  overdone  by  many  young  people 
whose  inclinations  lead  them  to  choose  the  so-called  profes- 
sions, particularly  in  law,  medicine,  and  higher  pedagogy,  in 
preference  to  agricultural  or  mechanical  pursuits,  even  when 
the  environments  as  well  as  natural  endowments  decidedly 
point  the  other  way.  This  tendency  is  already  over-crowd- 
ing some  of  these  professions  in  our  cities  to  such  an  extent 
as  to  exercise  a  demoralizing  influence  upon  them.  It  creates 
an  over-abundance  of  intellectual  energies,  which,  if  directed 
into  more  suitable  channels,  might  be  productive  of  far 
greater  good  to  the  community.  Even  in  our  legislative 
assemblies  this  spirit  has  made  its  appearance,  in  attempts  to 
carry  enactments  that  would  infringe  upon  the  rights  of  pri- 
mary education  to  confer  benefits  upon  higher  institutions  of 
learning.  To  paraphrase  Shakespeare,  we  should  not  love 
higher  institutions  less,  but  primary  education  more.  If  in 
our  Normal  institutions  devotion  to  the  real  interests  of  the 
people  is  strong  enough  to  withstand  the  temptation  to  turn 
"Professors,"  i.  e.  graduates  who  feel  themselves  fitted  for 
high  positions,  and  instead  thereof  these  schools  will  bring 
their  influence  to  bear  upon  the  improvement  and  elevation 
of  the  schools  of  the  primary  grade,  as  the  first  and  foremost 
consideration,  and  then  follow  up  this  course  with  such 


SCHOOL  AXD  FIRESIDE.  339 

higher  instructions  as  may  be  called  for,  then  higher  educa- 
tion will  be  greatly  benefitted;  for  it  will  have  a  sound  foun- 
dation to  build  upon  and  will  become  measurably  free  from 
certain  aspirants  to  educational  honors  whose  time  and  tal- 
ents would  be  better  employed  in  other  spheres. 

It  is  a  well  known  maxim  among  the  Latter-day  Saints, 
that  the  Spirit  of  God  manifests  itself  through  the  channels 
of  inspiration  and  revelation;  that  it  is  the  only  source  of 
true  religious  knowledge,  and  that  the  Elders  and  teachers 
of  the  Church  have  to  depend  upon  such  guidance  according 
to  the  revealed  order  of  the  Priesthood.  But  religious  con- 
victions and  theological  knowledge  are  not  always  identical. 
To  promulgate  the  Gospel  among  strangers,  to  labor  in  its 
interest  among  the  Saints,  to  teach  it  to  the  youth  in  any  of 
the  various  organizations  in  Zion, requires  not  only  firm  con- 
victions but  also  a  certain  degree  of  theological  training,  in 
order  to  do  it  in  a  rational,  systematic,  and  effectual  manner. 
True  theology  requires  neither  philosophical  sophistry,  nor 
rhetorical  eloquence,  but  a  thorough  knowledge  of  the  Gospel, 
an  abiding  faith  in  its  principles,  an  honest  compliance  with 
its  requirements,  and  a  systematic  training  in  the  methods 
of  conveying  the  divine  truth  to  the  hearts  and  understand- 
ing of  others.  Our  Church  Colleges  and  Academies  are  under 
obligation,  not  only  to  have  such  theological  instruction 
placed  as  a  regular  branch  in  their  curricula,  but  to  conduct 
all  studies,  and  indeed  to  manage  their  entire  organizations, 
in  conformity  with  the  spirit  inculcated  by  theological  exer- 
cises. 

The  Natural  Sciences  have  been  accused,  and  in  some  in- 
stances not  without  cause,  of  a  tendency  to  lead  to  skeptic- 
ism and  infidelity.  This,  however,  is  not  the  fault  of  the 
sciences,  but  of  their  interpretation  and  treatment.  They,  in 
their  unperverted,  and  unadulterated  condition,  can  only 
reveal  the  works  of  the  Creator  which  in  no  sense  can  con- 


340  SCHOOL  AND  FIRESIDE. 

tradict  His  words,  and  vice  versa.  The  pernicious  tendency 
of  the  modern  schools  to  present  evolution  as  the  key  to  the 
interpretation  of  nature,  has  been  the  cause  of  all  this  pre- 
judice against  the  pursuit  of  those  glorious  records  of  God's 
work.  Evolution  is  one  of  those  agencies  by  which  an  all- 
wise  Creator  controls  the  development  of  His  creations  to- 
ward their  ultimate  destinies,  but  it  is  by  no  means  either 
the  only  one  or  the  Great  First  cause.  There  are,  however, 
conscientious  teachers  with  sufficient  moral  courage  to  with- 
stand the  force  of  this  agnostic  wave  that  is  at  present 
sweeping  through  our  institutions  of  higher  education.  The 
scientific  discoveries  of  recent  date,  following  one  another  in 
such  rapid  succession,  are  turning  the  tide,  and  demonstrate 
the  superiority  ot  practical  experiments  over  mere  speculative 
theories. 

This  is  an  age  of  reading,  speaking,  arid  writing.  Any- 
one with  the  power  of  language  at  his  command,  either 
through  the  pen  or  by  word  of  mouth,  can  wield  a  great  in- 
fluence over  his  field  of  activity.  The  pulpit,  the  bar,  and 
the  stump;  the  editor's  sanctum,  and  the  author's  study,  are 
the  sources  of  public  opinion;  and  it  is  public  opinion  that 
directs  in  the  long  run  legislative  halls,  cabinets,  and  rulers. 
The  destinies  of  nations,  to  a  great  extent  depend,  therefore, 
upon  the  kind  of  influence  that  comes  from  the  people.  Popu- 
lar sentiments  do  not  spring  suddenly  into  existence,  like 
Minerva  out  of  the  forehead  ot  Jupiter,  but  are  the  result  of 
preparatory  training;  for  which  a  people  is  largely  indebted 
to  higher  education,  attained,  it  may  be,  either  formally  in 
some  secondary  institution  of  learning,  or  incidentally  through 
private  sources. 

As  a  matter  of  course,  it  is  to  be  expected  that  superfici- 
ality, froth,  and  high-sounding  verbosity,  will  make  up  a 
great  portion  of  the  motely  current  of  public  opinion,  but  that 
current  will  swell  on,  nevertheless,  in  its  onward  course,  dis- 


SCHOOL  AND  FIRESIDE.  341 

seminating  knowledge,  rectifying  and  purifying,  awakening 
controversy,  inviting  investigation,  and  gaining  truth.  Lit- 
erature, whether  in  prose  or  poetry,  is  the  best  indicator  of 
a  nation's  character,  spirit,  and  intellectual  status.  Institu- 
tions of  higher  education,  while  in  some  measure  creating 
that  status,  are  at  the  same  time  subject  to  its  influences  and 
reflect  more  or  less  the  inclinations,  aspirations,  and  general 
spirit  of  the  people  and  of  the  times.  No  student  of  these 
institutions  can  afford  to  neglect  the  refining  and  ennobling 
study  of  literature,  by  which  he  alone  can  become  acquainted 
with  the  products  of  the  noblest  minds  and  familiarize  him- 
self with  the  best  modes  of  expression  in  his  native  tongue. 
These  acquirements  will  assist  him  materially  in  every  voca- 
tion and  sphere  of  life. 

The  question,  whether  ancient  languages  should  continue 
to  maintain  their  time-honored  hegemony  among  linguistic 
studies,  or  whether  they  should  yield  more  readily  to  the 
claims  of  modern  languages,  is  by  no  means  of  so  easy  a 
solution  as  it  may  appear  at  first  glance.  The  advocates  of 
the  so-called  ancient  classic  languages  point  with  pride  as  an 
incontrovertible  argument,  to  the  inexhaustible  treasures  of 
beauty,  wisdom,  and  historical  information  stored  up  within 
the  classic  productions  of  antiquity;  and  insist  upon  their  re- 
tention as  the  prototypes  of  all  literary  excellencies;  and 
argue  their  indispensableness  on  the  strength  of  their  being 
the  source  of  all  scientific  nomenclature,  and  the  basis  of 
English  etymology. 

The  disciples  of  the  modern  school,  on  the  other  hand, 
while  not  denying  these  claims,  maintain  that  good  transla- 
tions are  sufficient  for  preserving  the  literary  fruits  of  an- 
tiquity, that  our  own  literature,  although  developing  along 
other  lines,  is  in  no  way  inferior  to  that  of  the  ancients,  and 
that  the  distribution  of  dictionaries,  encyclopaedias,  and  the 
countless  number  of  bopks,  magazines,  and  other  publica- 


342  SCHOOL  AND  FIRESIDE. 

tions,  make  the  general  study  of  ancient  languages  for  the 
sake  of  current  derviation  superfluous,  and  that,  therefore,  the 
necessary  formation  of  new  words  for  scientific  purposes  could 
safely  be  left  to  specialists. 

These  are  the  principal  arguments  of  both  sides  in  this  in- 
teresting controversy.  Out  of  the  present  transitory  state, 
which  may  be  called  a  partial  compromise,  there  will 
probably  emerge  new  forms  and  methods  of  linguistic  studies, 
which  will  be  as  far  removed  from  the  dry  style  of  the  for- 
malities as  from  the  mere  utilitarian  tendencies  of  the  oppo- 
site school. 

We  encounter,  however,  right  here,  another  point  of  con- 
tention within  the  very  camp  of  the  new  school;  that  is  in 
regard  to  the  methods  of  teaching  languages.  While  some 
contend  that  the  classic  or  grammatical  methods,  as  resting 
upon  a  solid  philosophical  basis,  should  be  followed,  others 
are  vigorously  advocating  the  natural  or  cumulative  methods. 
It  is  simply  the  old  controversy  over  again,  only  transferred 
to  a  new  field.  This  contention  will  be  carried  on  with  the 
same  display  of  learning,  tenacity,  and  enthusiasm  on  both 
sides,  and  as  in  the  former  instance,  it  will  lead  eventually 
to  an  amalgamation  of  the  good  in  both  parties,  and  linguis- 
tic studies  will  be  the  gainer  in  the  end. 

The  Magi  and  Egyptian  priests  monopolize  all  knowledge 
of  natural  sciences,  astronomy,  chemistry,  physics,  medicine, 
etc.,  for  purposes  best  known  to  themselves;  and  the  multi- 
tude from  the  king  down  to  the  slave  were  kept  in  sacred 
awe,  before  their  wisdom.  The  king  found  in  those  advo- 
cates of  priestcraft  their  most  convenient  allies  in  despotic 
systems  of  government.  In  the  Middle  ages,  alchemy  held 
sway  among  the  learned  professions,  and  the  elixir  of  life, 
and  the  philosopher's  stone,  were  problems  the  solution  ol 
which  worried  the  wisest  minds,  not  to  speak  of  the  squaring 
of  the  circle  and  the  perpetuum  mobile,  which  came  in  also 
for  its  full  share  of  attention. 


SCHOOL  AND  FIRESIDE.  343 

These  phantoms  were  dispelled  by  the  labors  of  physicists 
who  opened  roads  of  systematic  investigation  and  rational 
experiment.  Inventions  and  discoveries  in  all  ramifications 
of  human  thought  and  occupation  compelled  science  to  step, 
occasionally,  from  the  rostrum  and  enter  the  workshop  of  the 
artisan,  the  field  of  the  farmer,  the  firesides  of  the  people, 
and  otherwise  interest  itself  in  all  the  concerns  of  every-day 
life.  The  result  ol  this  newly  developed  feature  was  an  in- 
crease in  the  influence  of  sciences,  and  a  greater  appreciation 
of  their  value.  The  dissemination  of  the  knowledge  of  the 
laws  of  nature,  drove  superstition  to  the  remotest  corners, 
elevated  the  people  upon  a  higher  platform  of  intelligence 
and  labor,  made  the  elements  of  nature  more  subservient  to 
the  will  of  mankind,  and  opened  an  endless  perspective  ot 
discovery  and  invention,  pointing  to  the  eventual  complete 
triumph  of  mind  over  matter. 

Higher  education  in  this  connection  has  to  guard  against 
the  temptation  of  yielding  to  the  alluring  tendencies  of 
agnostic  materialism,  on  the  one  side,  and  to  metaphysical 
speculation  on  the  other;  so  that  the  great  work  of  unravel- 
ing more  and  more  the  so-called  mysteries  of  nature  and  of 
binding  the  elements  to  the  chariot  ot  human  progress,  may 
be  accomplished. 

Mathematics.  Aside  from  its  practical  application  in  all 
human  affairs,  which  gives  it  an  importance  conceded  to  no 
other  science,  mathematics  is  called  "the  queen  of  sciences," 
on  account  of  its  absolute  freedom  from  empiricism.  All 
sciences  have  to  apply  to  mathematics  for  assistance;  me- 
chanics and  technics  can  not  do  without  it,  even  the  arts  are 
dependent  on  it,  and  no  sphere  of  activity  of  civilized  life 
can  entirely  dispense  with  it. 

The  study  of  mathematics  has  held  undisputed  sway  in  all 
higher  schools  of  learning;  and  the  improvements  in  practical 
demonstration,  made  in  our  times,  to  the  great  credit  of 


344  SCHOOL  AND  FIRESIDE. 

modern  education,  have  only  contributed  to  strengthen  the 
position  of  this  course  among  the  academic  courses. 

And  yet,  notwithstanding  the  study  gives  a  training  to 
the  mind  indispensable  in  pursuit  of  especially  scientific, 
judicial,  and  technical  careers,  there  is  danger  of  contracting 
a  certain  degree  of  onesidedness  through  the  too  exclusive 
pursuit  of  this  science.  While  mathematics  in  its  lower 
branches  and  applications  is  pre-eminently  practical,  its  ab- 
stract nature  in  the  higher  is  liable  to  produce  absentmind- 
edness,  as  witness  the  tragic  end  ot  Archimedes. 

It  is  a  sign  of  high  intellectuality  to  learn  to  think  in  the 
abstract,  but  it  indicates  a  still  higher  degree,  to  know  at 
any  time  how  to  give  concrete  application  to  any  abstract 
deduction.  This  latter  point  every  teacher  in  mathematics 
should  aim  to  cultivate  among  his  students,  and  thus  infuse 
into  the  study  that  life  which  too  often  is  lost  among  the 
formulas  of  the  old  scholastic  treatment. 

BRANCHES    OF    MISCELLANEOUS   EDUCATION. 

All  branches  ol  miscellaneous  education  are  left  by  their 
very  nature  to  the  option  of  the  student.  This  option,  how- 
ever, should  be  subject  to  several  considerations  among 
which  natural  qualifications  take  the  first  place.  Every  con- 
scientious teacher  considers  it  his  duty  to  ascertain  as  nearly 
as  possible  the  adaptation  of  an  applicant  for  any  of  these 
studies.  How  much  time,  labor,  and  means  are  often  wasted 
in  the  vain  endeavor  to  acquire  an  efficiency  in  a  study  for 
which  the  student  has  neither  capacity  nor  inclination? 
Ignorance,  or  the  vanity  of  parents,  selfish  interest  of  the 
teacher,  whim  of  the  pupil,  or  some  other  equally  reprehen- 
sible motive,  may  be  the  incentive  for  the  worse  than  useless 
attempt.  Then  again,  on  the  other  hand,  many  a  latent 
talent  is  neglected  through  want  of  discernment  or  proper 
treatment.  The  idea  entertained  by  many  parents  that  the 


SCHOOL  AND  FIRESIDE.  345 

rudiments  of  these  miscellaneous  studies  can  be  taught  by 
anyone  possessing  a  smattering  of  knowledge  concerning 
them,  and  that  only  after  some  advance  has  been  made,  more 
competent  teachers  should  take  the  pupil  in  hand,  is  a  per- 
nicious folly.  The  unfortunate  pupil,  after  having  been 
manipulated  by  such  a  makeshift,  learns  to  his  sorrow  that 
all  the  work  has  not  only  to  be  done  over  again,  but  that  he 
has  to  unlearn  a  great  many  mistakes.  Whoever  aspires  to 
the  pursuit  of  these  studies,  should  see  to  it  that  he  places 
himself  under  the  tuition  of  a  competent  teacher,  and  thus 
secure  a  correct  foundation  for  his  further  progress. 

SPECIAL   PROFESSIONS    IN   LAW,    MEDICINE,    ETC. 

From  an  educational  point  of  view,  the  study  of  the  so- 
called  learned  professions  appears  to  be  the  climax  of  all 
scholastic  endeavors.  In  the  great  republic  of  science, 
letters,  and  arts,  the  competition  for  the  highest  positions  is 
open  to  all.  Excelsior  should  be  the  motto,  and  "the  sur- 
vival of  the  fittest,"  the  rule.  But  there  are  conditions  and 
elements  intermingling  and  interfering  that  make  both  the 
motto  and  the  rule  sometimes  very  problematical. 

There  is  yet  much  to  be  done  in  our  general  educational 
system,  on  the  part  of  the  school  as  well  as  on  the  part  of  the 
fireside,  before  the  education  of  the  people  can  rest  upon  so 
solid  a  foundation  that  it  can  bear  superstructures  whose 
altitudes  can  be  seen1!  only  in  the  visions  of  prophets.  The 
fitness  for  ascension  upon  the  educational  ladder  must 
depend  largely  upon  corresponding  degrees  of  moral  worth. 
A  careful  scrutiny  in  both  directions  at  the  entrance  to  each 
higher  grade  should  be  made  obligatory,  and  thus  not  only 
intellectually  unfit  aspirants  be  turned  from  a  course  that 
must  lead  them  eventually  to  dissapointment  and  failure,  but 
also  morally  unworthy  characters  be  restrained  from  contam- 
inating professions  that  should  be  the  embodiment  of  integ- 


34^ 


SCHOOL  AND  FIRESIDE. 


rity  and  virtue.  The  existence  of  shysters  and  quacks  with 
their  corresponding  species  in  the  other  professions,  as  well 
as  such  intellectual  experts  as  use  their  powers  merely  for 
selfish  ends,  proves  the  necessity  of  reformation  in  our  educa- 
tional systems;  a  reformation  that  will  endow  our  learned 
professions  with  that  dignity  and  influence,  to  which  their 
mission  should  entitle  them. 


00N0LU3ION, 


To  my  Students  and  Felloiv-  Teachers,  and  to  all  Friends  of 
Education : 

More  than  two  years  have  passed  since  I  yielded  to  the  en- 
treaties of  my  friends  and  entered  upon  the  task  of  placing 
my  educational  views  and  teachings  on  record.  What  I 
promised  in  the  prospectus,  I  have  conscientiously  endeavored 
to  carry  through,  although  your  patience  has  no  doubt  been 
sorely  tried  by  delays  which  were  unavoidable. 

In  delivering  to  you  this  treatise  on  scholastic  and  domes- 
tic education,  I  am  prompted  only  by  the  desire  to  represent 
the  intimate  co-operation  of  School  and  Fireside,  and  the 
seasoning  or  modifying  of  all  secular  training  by  religious 
influence,  as  being  the  two  most  essential  characteristics  of 
the  educational  system  now  in  course  of  development  among 
the  Latter-day  Saints. 

There  is  no  one  that  dare  claim  the  credit  for  its  design  or 
its  successful  execution.  As  an  integral  part  of  the  plan  of 
salvation,  it  derives  its  origin  and  vitality  from  the  Spirit  of 
Eternal  Truth.  Hence,  it  is  destined  to  vindicate  itself,  not- 
withstanding the  opposition  of  the  "spirit  of  the  times";  to 
triumph  over  seemingly  insurmountable  obstacles;  and 
eventually  to  evolve,  step  by  step,  beauties  in  methods,  ar- 
rangements, and  organizations,  which,  having  cut  loose  from 
the  vain  theories  of  men,  find  their  inspiration  in  heaven. 

Claiming  the  privilege  of  a  veteran  in  the  cause,  I  feel  to 
exhort  all  parents  and  teachers  of  this  younger  generation  to 
accept  the  work  of  Latter-day  education  as  a  sacred  heritage, 
aad  to  carry  it  to  its  final  consumation,  when  those  shall  have 


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